


















ean 4 VI OWA Re i a 
ie o's) a : 
‘ ‘ 









Nh. at oy 
eH Md we i 1 1g 
yh Soa 


, s 7 
ww = 





What Shall I Do with 
My Life? 


A Study Course for Pupils of Junior 
and Senior High School Age 









Pugs che wa vekir: 
we f 


e 
£O agigat SEW 





By / 
HaRCLD aby DONNELLY 


Westminster High School 
Texts 


PHILADELPHIA 
THe WESTMINSTER PRESS 
1936 








- Copyright, 1924 
By F. M. BraseLMali | 


f 
‘ 





/ —— ‘ q nh s 
- « 
- 
sa 
re 
$ ‘ 
’ 
' 


TABLE OF CONTENTS 


PAGE 
INTRODUCTION 
RM ENist? GFL DE COUISG tyke kn «Sates ne eter e hae via wie 5 
SERTECIE ENV OLC 00) CHE) CHUM EE) SR oo st ks oles Heetee he e's ener creas 6 
Sources for Supplementary Material. ...............0.0cceeee rf 
PAR, Bat 
Wauat SHAui Br My Lire Purrosn? 

PURE SACs eral Ont ghee My ire Went 25 oa etale allah ce with: 15 
Seeoantent Ase Ol Lalerrns feet. che syste te as bcceale cos 6 20 
III Elements Involved in the Right Use of Life............ 24 
IV How Shall I Determine the Right Life Purpose?........ 28 
V Life Purposes that Jesus Rejected ................... 33 

VI Principles Governing Jesus’ Choice—His Consciousness 
OME SOU ENT eee kot PRET «Cee ee eee 38 
Pile Jesus wonsciousness: of Mien: 0. hod al aris sR lees 43 
VIII Jesus’ Consciousness of Self—The Son of God.......... 50 
IX Jesus’ Consciousness of Self—The Son of Man......... 56 
movers healization ofxa Mission. . 2 25...4.45 0.6 oe 1a a he 62 
Pole inerlaie urpose J estis Accepted. a. ss. 5s. vee sc. se de be 68 
Pasa ene tsreaLovecd Of Males... . es ap ee aie ce «8 0 os 13 
XIII Jesus the Answer to Man’s Need...............02000- 80 
my What onall Be My Life Purpose?*.............6..5 6 86 

cM eet oa 
Wuat SHAui Br My Lire Work? 

Meteor WOrk: ot eas was ts Mee oS ove 95 
II Principles Underlying the Right Choice............... 99 
III Principles Underlying the Right Choice (Continued). ...104 
Peatneurvesteation of Occupations... ....4...5. 5845. 108 
EE TER Cit SE ash ioe. oh. chedales a's, o's cea aE 112 
MECCA OCCUPATIONS» .5 5 ac och wes tics e'sen'sto ees 118 
SEO Ci ra ae cl 124 


Vill 
IX 

xX 

XI 
XII 
XIit 
XIV 
XV 
XVI 
XVII 
XVIII 


TABLE OF CONTENTS — Continued 


PAGE 
PART JI—Continued 
The Mechanic: Tradés. /4......5.1 3.) pees ep 129 
Mantufacturing. ./y..\.. sc. See ae eo Gs ie 135 
The. Building ‘Trades. ....53:i.. os «sects 2 gon eo 141 
The Engineering Professions... 0...) cn. ee ee 146 
1) Sr re ee Pe pe 154 
Journalism |. 3. See 7 Gey ogo s «<< eee 159 
The Teaching Profession *.<:......: i... emo eee 165 
Medicine: 5° e.25 en he hae Ved pes Ales 171 
social Services ys .e 05-4 pan utes tee ae ee ge 177 
The: Ministry $4 cisco ees os Doreen nee 184 
Myself and My Life Work: What and Where?......... 191 
PART III 
WHat SHALL Be My Lire Procram? 

My Life Program 2-002 2ii.% fig eles ealdos 5) ee 203 
A Program for My Physical Life: . 7.5 ic. 2. ae 207 
A Program. for My Mental Life: 2.42. as eee 211 
The Place of College in My Program..:.....:......25 216 
A Program for My Social Life... ... ....... sides ee 221 
The Opportunities and Obligations of My Social Life. . .225 
A Program'for My Spiritual: Life... ¢.1 2.2.27. eee 230 , 
A Program ‘for My ‘Time 4259) i 4ps see Paps 234 
A Program for My Possessions... <... J. sas 5 239 
My Life for Christ. 2.5.4. 290% Gs a fe tee 245 


t> 


INTRODUCTION 


Tuer PURPOSE OF THE COURSE 


“What shall I do with my life?” is one of the greatest 
questions that young people are called upon to face. It is 
becoming necessary for them to find some answer to this 
question even during their high-school days. Since the 
responsibility for that answer rests upon each individual, 
and since it is a responsibility that cannot be assumed by 
anyone else, a course of lessons dealing with the question 
can perform its greatest service by helping those who follow 
it to think through the problem for themselves. Such is the 
purpose of these lessons. 

In each lesson the class has been thought of as a com- 
mittee, under the chairmanship of the teacher, working 
together to discover the solutions for the daily problems. 
The questions asked are merely suggestions that may be 
followed by this committee in their thinking. Often special 
investigations will be required and additional information 
secured, for it has not been thought desirable, even if the 
limitations of space permitted, to include in tabloid form 
all the required information. However, suggestions as to 
source materials and methods of investigation have been 
made and these will prove helpful. 

As we begin this work together, let us approach the task 
in a thoughtful and reverent spirit. Let each of us think: 
“My life is before me with its infinite possibilities and 
opportunities. Whether I succeed or fail does not depend 
upon the circumstances of environment or upon the smile 
or frown of a fickle fortune. In a very real sense, ‘I am 
the master of my fate.’ Neither will it be necessary for me 
to wait for the passing of the years to know whether success 
or failure is predominant in my life. That is determined 
now as I answer for myself the great question, ‘What 
shall I do with my life?’”’ 


5 


5 WHAT SHALL I DO WITH MY LIFE? 


A SpecriaAL WorD TO THE TEACHER 


This course of lessons is in reality a combination of 
Bible study, missions, and stewardship, although these 
terms are not used. It would be difficult on this basis to 
define clearly the status of each lesson. The essential ele- 
ments of all three are covered, however, even if in a rather 
unusual way. 

In the preparation of these lessons two things have been 
kept in mind. First, the desirability of the pupils doing 
their own thinking has led to the large use of questions 
and to the particular method of approaching each problem. 
Several of the lessons have been worked through by groups 
of young people acting as committees. Somewhat the 
same method of teaching is suggested. If the teacher wiil 
think of himself as the chairman of a committee and will 
get his class to take the attitude of a committee, the les- 
sons will be more valuable than if the stereotyped form of 
“recitation’’ be followed. The second thing that has been 
attempted is the giving of sufficient information with each 
lesson to permit an intelligent decision regarding its prob- 
lems. Often this requires supplementary investigation, 
particularly in connection with the study of occupations 
in Part II. In this study the teacher will find it especially 
helpful to invite a representative of the occupation under 
discussion to be present, not so much’*to hear him speak 
before the class as to have him take part in the discussion 
and answer the questions regarding the occupation he 
represents. In studying the various occupations, there 
may be some members of the class who will not be inter- 
ested in certain of them. For this reason, the teacher will 
do well to emphasize the value of knowing about all occu- 
pations, whether or not they are possible vocations in 
individual cases. 

Each lesson contains a special notebook assignment, 


INTRODUCTION 7 


which may be used and modified at the discretion of the 
teacher. When the suggestions ‘ ‘For Special Investigation” 
are given it may be desirable to use these as the notebook 
work. 

The subjects, ‘For Special Discussion,” at the close of 
each lesson are intended to make that lesson personal for 
each member of the class. Some of these may be too per- 
sonal for class discussion, but the students should be en- 
couraged to think about them and to answer each question 
for themselves. It may be wise to divide the class ocea- 
sionally, allowing the boys and girls to discuss certain of 
these more personal problems separately. 

The teacher will find it helpful to obtain the free litera- 
ture suggested in the source material, particularly that 
from the Mission Boards. There should be, through all the 
lessons, the underlying spirit of missions—not that there is 
any thought of sending all our boys and girls to the mission 
fields, but because we believe that the great missionary 
enterprise of the Church is of vital interest to every fol- 
lower of Jesus, who gave his life for the world. 


SOURCES FOR SUPPLEMENTARY MATERIAL 


From what has been said regarding the purpose and 
plan of the following lessons, it is evident that some sup- 
plementary materials will at times be valuable. No at- 
tempt has been made to list all of the available materials 
but only those have been chosen which will be particularly 
helpful to the teacher and student. Most of the material 
suggested is In connection with Part II since the need for 
technical information regarding the various occupations 
cannot be met completely within the limited space of each 
lesson. The books that are mentioned may be secured from 
any bookstore or through the Board of Christian Education 
of the Presbyterian Church in the U.S. A., Witherspoon 
Building, Philadelphia, Pa., or any of its Depositories. 


g WHAT SHALL I DO WITH MY LIFE? 


PART I 


‘A Challenge to Life Service,’’ Harris-Robbins. 
“Getting Into Your Life-Work,”’ Doxsee. 

“The Social Principles of Jesus,’ Rauschenbusch. 
“This Mind,’’? McDowell. 


tea hie TT 
1 General. 


1. Psychology and Vocational Guidance. 
“Choosing a Vocation,” Parsons. 
“The Vocational Guidance of Youth,’’ Bloomfield. 
“Vocational Guidance,”’ Puffer. 
“The Psychology of Vocational Adjustment,” 

Kitson. 

“Vocational Self-Guidance,” Fryer. 
“Organization of Vocational Guidance,”’ Payne. 


2. Psychological and Vocational Tests. 
“Christian Calling Self-Analysis Blank.”’ Associ- 
ation Press. 
“Intelligence Tests and Their Use,” Whipple. 
(Twenty-first Yearbook, National Society foi 
the Study of Education.) 


3. Choice of a Life Work. 


“The Choice of a Life Work” (pamphlet), J. 
Lovell Murray. 

“The Find Yourself Idea,’’ Robinson. 

“A Guide to the Study of Occupations,” Harvard 
University Press. 

“Life Work Volume,” Father and Son Library. 

“Modern Christian Callings.”’ Edited by Sneath. 

“Seven Professions and the Teaching of Jesus,” 

Wilson. 


INTRODUCTION 9 


‘Occupations,’ Gowin and Wheatley. 
“Vocations Within the Church,” Crawford. 


II. Special Occupations. 

1. General. 

“Life Work Volume.” Father and Son Library. 
“Occupations,” Gowin and Wheatley. 
“Vocations Within the Church,” Crawford. 
“Vocational Library.” Westminster Press. 

“The Triumphant Ministry,” Kilbourne. 

“Reapers of His Harvest,” Faris. 

“Their Call to Service,” Howard. 

“Heroes of the Campus,” Cochran. 
“Vocational Series.”’ Scribner’s. 

“The Advertising Man,” Calkins. 

“The Engineer,’ Hammond. 

“The Ministry,” Slattery. 

“The Newspaper Man,” Williams. 

“The Physician,” Finney. 

“The Teacher,” Pearson. 

Pamphlets on the Christian Ministry: Department 
of Recruiting, Board of Christian Education of the 
Presbyterian Church in the U. 8S. A., 156 Fifth 
Avenue, New York City. 

Pamphlets and Bulletins Sent Free on Request: 

Bulletins of the Department of Agriculture, Wash- 
ington, D. C. Annual Report of the Commissioners 
of Education, Washington, D. C. 
Information in Christian Social Service: Depart- 
ment of City, Immigrant, and Industrial Work, 
Board of National Missions of the Presbyterian 
Church of the U.S. A. 


2. The Teaching Profession. 
“Go Teach.”’ Council of Church Boards of Edu- 
cation. 


10 WHAT SHALL I DO WITH MY LIFE? 


“Religious Education as a Field of Life Service,” 
Coe. 


“Teaching in Church Institutions as a Life 
Work,” Seaton. 


3. Social Service. 
‘Careers in Public Health.’ Rockefeller Founda- 
tion. 
“The Field of Social Service.” Philip Davis 
Foundation. 
“Twenty Years at Hull House,’”’? Addams. 


4. The Secretaryship of the Christian Associations. 
“A Vocation with a Future” (Y. M. C. A.), 
Soares. 


“The Executive of the Association’’ (Y.W.C.A.), 
Crotty. 


5. The Ministry. 
“But Why Preach?” Council of Church Boards 
of Education. 
“The Claims and Opportunities of the Christian 
Ministry.”? Edited by Mott. 
“The Range Finders,’’ Wishart. 
“The Romance of Preaching,’ Horne. 


III. Special Fields. 
“For a New America,” Hayne. 
“Playing Square with To-Morrow,” Eastman. 
“Ancient Peoples at New Tasks,” Price. 
“A Better World,” Dennett. 
““A New Era in Asia,” Eddy. 
“The Gospel and the Plow,” Higginkottom. 
“World Friendship, Inc.,” Murray. 


INTRODUCTION ib 


PART III 


“An Introduction to the Study of the Mind,” 
Athearn. 
“HWducation for Successful Living,” Clarke. 


Family Religion: 

The Department of Home and Church, Board 
of Christian Education, Witherspoon Build- 
ing, Philadelphia, issues three bulletins on 
Family Religion: No. 3, “Christian Educa- 
tion in the Family” (For Use with Younger 
Children); No. 6, “Christian Education in 
the Family” (For Older Boys and Girls); 
No. 11, “A Church Program for Promoting 
Christian Family Life.” Single copies of 
each will be sent free upon request. 


“How to Conduct Family Worship,” Robinson. 
“Life as a Stewardship,” Morrill. 

“Serving the Neighborhood,” Felton. 

“The Christian Home,” Faris. 

“The Family,’’ Luccock. 

“The Home God Meant,” Luccock. 


Books and Pamphlets on the Use of Drugs. The 
Narcotic Educational Association, Pasadena, 
California. 

“Tobacco, Aleohol, and Drugs.”’ Department of 
Moral Welfare, Board of Christian Educa- 
tion, Columbia Bank Building, Pittsburgh, 
Pennsylvania. 

“You and Yours,” Morrill. 


- 4 





PART I 
What Shall Be My Life Purpose? 





CHAPTER I 


THE VALUE OF LIFE 


OW much is your life worth? Would you sell it for a 

million dollars? If some one wanted to buy your life 
and make you a complete slave, what price would you ask? 
Just how much are you worth to yourself? What is the 
value of your life to the State? How do you know that it 
is valuable? Does God consider your life of any value? 
What did Jesus say about the worth of a man? 

The valuation of self. There is a widespread tendency 
to-day to place a value upon everything. We talk of “the 
value of education,” “the value of recreation,” “‘the value 
of the home,” and ‘‘the value of religion.’”’ Sometimes the 
values assigned are approximately correct, but often they 
are not. The newspapers, commenting recently upon the 
death of a prominent business man said that he was 
“worth over two million dollars.” To be exact, that was 
the amount of money he left, but undoubtedly he valued 
his life more highly than that. In speaking of the necessity 
of each man’s putting the proper value upon life, Jesus 
said: 

“For what doth it profit a man, to gain the whole world, 


and forfeit his life? For what should a man give in ex- 
change for his life?’’—Mark 8:36, 37. 


As we face the years, we feel that more valuable to us 
than the whole world is this life of ours. Of course we are 
not thinking merely of physical life, but of ‘‘life,” as 
meaning our whole self, our entire being, our ‘‘soul.”’ 
How much is your life worth to you? 

The value of life to society. You are not alone in 
considering your life of inestimable worth. Society and 

15 


16 WHAT SHALL I DO WITH MY LIFE? 


the state in which you live also place a high value upon 
you. The state has spent much time, money, and careful 
thought, upon its educational system. It has provided for 
its boys and girls schools that will help them to develop 
in the best possible way through the grade-school, the 
high-school, and the university years. Not only does it 
provide these schools, but also, knowing that some parents 
do not realize the importance of education, it enacts com- 
pulsory educational laws that keep the boys and girls in 
school until they reach a certain age. The state is not even 
satisfied with caring for normal boys and girls. Schools 
are established for the deaf, the dumb, and the blind, and 
for other children who in some way are not up to the 
general average. The state has built its entire educational 
system upon belief in the value of the individual. This is 
just one illustration of this belief. In what other ways 
does the state prove its high regard for your worth? 

It is true, however, that society has not always recog- 
nized the value of the individual and that in some places. 
to-day only certain classes of people are considered im- 
portant. We are living in a country that has been greatly 
influenced by Jesus and his teaching. What difference has 
this made in the attitude of the state toward the indi- 
vidual? How does the estimate of life’s value in this 
country compare with that in some non-Christian lands, 
such as India or China? What difference does the coming 
of Christianity make among the outcaste classes in these 
lands? 

In Jesus’ day the Jews despised “outcaste”’ peoples; 
they spoke with scorn of the “publicans and sinners” and 
gave them as little consideration as possible in the state. 
The attitude that Jesus took was just the reverse of this. 
One incident will illustrate the contrast: 

“And after these things he went forth, and beheld a 
publican, named Levi, sitting at the place of toll, and said 


THE VALUE OF LIFE iy 


unto him, Follow me. And he forsook all, and rose up and 
followed him. 

And Levi made him a great feast in his house: and there 
was a great multitude of publicans and of others that were 
sitting at meat with them. And the Pharisees and their 
scribes murmured against his disciples, saying, Why do ye 
eat and drink with the publicans and sinners? And Jesus 
answering said unto them, They that are in health have 
no need of a physician; but they that are sick. I am not 
come to call the righteous but sinners to repentance.’’— 
Luke 5:27-32. 

By his actions and words Jesus expressed his belief in 
the value of all life. He called as one of his twelve disciples, 
a despised taxgatherer named Levi; he ate in intimate fel- 
- lowship with him and his friends. When the “ Pharisees 
and their scribes,’ who were among the religious leaders 
of the Jews, severely criticised him, through his disciples, 
for eating ‘‘with publicans and sinners,” his somewhat 
ironical reply clearly indicated that he believed these 
despised people were as worth while as the men who made 
the criticism. 

The value of life to God. More important, however, 
than our own estimate or that of society as to our worth 
is the value that God himself puts upon us. What is God’s 
valuation of aman? How much is your life worth to him? 
How does God show his estimate of our worth? 

There are at least three evident indications of the value 
that God places upon mankind. The first of these lies in 
the responsibility he has given to men. In the business 
world the best way to judge a man’s ability and his value 
to those for whom he works is not by the amount of money 
he receives but by the amount of responsibility that is 
placed upon his shoulders. The man who is worth most 
to the firm carries the most responsibility. It is usually 
true that the firm, in return, pays him the highest salary, 
but such is not always the case, so that responsibility 


18 WHAT SHALL I DO WITH MY LIFE? 


rather than salary is the best basis for judging a man’s 
worth. With this fact in mind, think of the world and of 
man’s place in it. What is his place in the world? Does he 
have any special responsibility? How does this responsi- 
bility compare with that of the rest of creation? 


“When I consider thy heavens, the work of thy fingers, 

The moon and the stars, which thou hast ordained; 

What is man, that thou art mindful of him? 

And the son of man, that thou visitest him? 

For thou hast made him but little lower than God, 

And crownest him with glory and honor. 

Thou makest him to have dominion over the works of 
thy hands; 

Thou hast put all things under his feet: 

All sheep and oxen, 

Yea, and the beasts of the field, 

The birds of the heavens, and the fish of the sea, 

Whatsoever passeth through the paths of the seas. 

O Jehovah, our Lord, 

How excellent is thy name in all the earth!’’—Ps. 8:3-9. 


As he sang this song, David voiced his belief that God 
shows his estimate of man by the position of responsibility, 
of “dominion,” in which he has placed him. How highly 
must God value us when he made us ‘‘to have dominion 
over the works” of his own hands! 

A second indication of the attitude of God toward man 
is found in the attitude of Jesus, the great Revealer of 
God. Jesus is God expressed in human terms so that we 
can see and know him better. Jesus’ teaching was always 
very clear concerning this relationship between himself 
and God. Note his last talk with his disciples before his 
death: 


“Philip saith unto him, Lord, show us the Father, and 
it sufficeth us. Jesus saith unto him, Have I been so long 
time with you, and dost thou not know me, Philip? he 


THE VALUE OF LIFE 19 


that hath seen me hath seen the Father; how sayest thou, 
Show us the Father?’’—John 14:8, 9. 


Jesus surely believed in the worth of man. What inci- 
dents illustrating this can you recall? Did he make any 
distinction as to value between poor and rich, sick and 
well, bad and good, despised and honored? Cite incidents 
that show the value he placed upon men and women in 
each of these classes. (See such passages as Luke 7:22; 
18:18-24; 5:18-26; 9:10-17; 7:36-50; John 1:45-51; 3:1-13.) 
As you study the life of Jesus, you see that his main con- 
cern was man. He summed up his life purpose in different 
ways but always he placed man in the center. On one 
occasion he said, ‘‘The Son of man came not to be min- 
istered unto, but to minister, and to give his life a ransom 
for many.” If Jesus so valued men that he was willing to 
give his very life for them, then God himself must place 
the same value upon them. 

The third indication of God’s regard for man is found in 
the very fact of Jesus’ life. 


“For God so loved the world, that he gave his only be- 
gotten Son, that whosoever believeth on him should not 
perish, but have eternal life.”—John 3:16. 


God places such a high valuation upon man that he was 
willing to send his only Son for man’s salvation; he was 
willing to see that Son rejected and put to death by the 
men he came to save; and in spite of this he forgives them 
if only they will accept his Son and believe in him. If it is 
ever possible to measure the value of anything by the 
price that is paid for it, then try to imagine the value of 
man whom God “bought back”’ with the price of his only 
Son! 

NoTEBoOoK ASSIGNMENT 


From the passages referred to above, select those that 
seem to you most clearly to indicate Jesus’ value of a 


20 WHAT SHALL I DO WITH MY LIFE? 


man. Head this. page in your notebook, “The Value of 
Men.” Under this put the subheading, “According te 
Jesus,” and then list the incidents you have chosen, stating 
in your own words just what value Jesus placed upon men. 
Follow this with a second subheading, ‘‘According to Me,” 
and frankly list your own attitude toward boys and girls 
not of your “bunch,” including foreigners and colored 
people. Do the two lists show the same valuation? 


For SprctaLt Discussion 


What ‘class lines” are drawn in your town? in your 
school? If you really follow Jesus’ teaching on the value 
of life, what changes would you have to make in your 
attitude toward certain other people ? 


CHAPTER II 


Tue Rigut Uss or LIFE 


MPORTANCE of the right use of life. If your life is 
valuable, how important is what you do? What difference 
does it make whether you follow a trade or follow a pro- 
fession? Why does it make a difference? Who is affected 
by your choice? What difference does it make to you how 
you use your life? What difference to society? What dif- 
ference to God? Why should anyone else be interested in 
your choice of a life work? Is anyone else responsible for 
what you do? Where does the real responsibility for your 
decision rest? 
In the parable of The Talents, Jesus describes the obu- 
gations resting upon his followers to make the best use of 
their abilities and endowments whether natural or acquired: 


“For it is as when a man, going into another country, 
called his own servants, and delivered unto them his 
goods. And unto one he gave five talents, to another two, 
to another one; to each according to his several ability; 


THE RIGHT USE OF LIFE 21 


and he went on his journey. Straightway he that received 
the five talents went and traded with them, and made 
other five talents. In like manner he also that received 
the two gained other two. But he that received the one 
went away and digged in the earth, and hid his lord’s 
money. Now after a long time the lord of those servants 
cometh, and maketh a reckoning with them. And he that 
received the five talents came and brought other five 
talents, saying, Lord, thou deliveredst unto me five talents: 
lo, I have gained other five talents. His lord said unto 
him, Well done, good and faithful servant: thou hast been 
faithful over a few things, I will set thee over many things; 
enter thou into the joy of thy lord. And he also that re- 
ceived the two talents came and said, Lord, thou de-: 
liveredst unto me two talents: lo, | have gained other two 
talents. His lord said unto him, Well done, good and 
faithful servant: thou hast been faithful over a few things, 
I will set thee over many things; enter thou into the joy 
of thy lord. And he also that had received the one talent 
came and said, Lord, I knew thee that thou art a hard 
man, reaping where thou didst not sow and gathering 
where thou didst not scatter; and I was afraid, and went 
away and hid thy talent in the earth: lo, thou hast thine 
own. But his lord answered and said unto him, Thou 
wicked and slothful servant, thou knewest that I reap 
where I sowed not, and gather where I did not scatter; 
thou oughtest therefore to have put my money to the 
bankers, and at my coming I should have received back 
mine own with interest. Take ye away therefore the talent 
from him, and give it unto him that hath the ten talents. 
For unto every one that hath shall be given, and he shall 
have abundance: but from him that hath not, even that 
which he hath shall be taken away. And cast ye out the 
unprofitable servant into the outer darkness: there shall 
be the weeping and the gnashing of teeth.”—Matt 25: 
14-30. 


Importance for self of the right use of life. Why is 
it important to me that my life be used wisely? What dif- 


22 WHAT SHALL I DO WITH MY LIFE? 


ference does it really make as far as I myself am concerned? 
It means the difference between success and failure, be- 
tween the big life and the little life, between happiness 
and despair. How is this shown in the parable? What did 
the third man actually do that caused his condemnation? 
Was he condemned because he did nothing at all? 

The wise use of life does not always mean a choice be- 
tween doing what is morally right and what is morally 
wrong. More often it means choosing between doing that 
which is the best and that which is less than the best. 
How would you illustrate this fact? 

The man who makes the right use of life doubles his 
capacities and his abilities. It is of great importance, then, 
to each man that he make the best use of the talents he 
has received. 

Importance to society of the right use of life. Why 
is it important for society that you make the right use of 
your life? Efforts are being made to-day to see that the 
boys and girls find the right occupation. Society is not 
merely trying to keep them from doing things that are 
not for their welfare, but is also attempting to guide 
them into the place where they can do their best. Of what 
importance to society is it that we should do our best? 
Money that is kept hidden in the ground does no one any 
good. When it is placed in the bank, however, the farmer 
borrows it and uses it in growing his crops, the merchant 
borrows it and purchases stock with which to meet the 
needs of his customers, and the man who put it into the 
bank draws it out again with interest. Just as the right 
use of money is important to society, so the right use of 
life is of even more importance. Each one of us owes it to 
his neighbor and to the world to make the right use of life. 

Importance to God of the right use of life. Why is 
the right use of my life important to God? What difference 
did it make to the master in the parable whether or not 


THE RIGHT USE OF LIFE 23 


the servants made the right use of their talents? How is 
God affected by what the individual does? 

There are at least two ways in which the use that each 
person makes of his life affects God. In the first place, by 
the right use of life a closer relation with God is made 
possible. The master rewarded his faithful servants by 
welcoming them into the fellowship of their lord. In the 
second place, the right use of life will help to extend the 
Kingdom of God. This was the objective of Jesus himself, 
the great purpose of his Father, God. Every man is under 
obligation to God, from whom come his talents, to make 
the right use of his life, that he may do his share in answer- 
ing the prayer of Jesus, “Thy kingdom come.” 

The responsibility for the right use of life. The 
value of life and the importance of its right use place a 
ereat responsibility upon each one of us. We are not re- 
sponsible for the capabilities with which we have been 
endowed, but we are required to use rightly those which 
have been given to us. This was the great mistake of the 
man who received the one talent. “What can I do with 
one talent?’ he thought. ‘I may even lose that if I am 
not careful.” So he hid it away and then tried to blame 
his act upon the hardness and unreasonableness of his 
master. The responsiblity, however, was his own and he 
himself had to pay the price of his neglect. He lost his 
talent, lost his position with his master, and faced the 
future in sorrow and hopelessness. 

Each of us is responsible for the use of his life—respon- 
sible to himself, to society, and to God. To be true to this 
responsibility we must make the right use of life. 


NOTEBOOK ASSIGNMENT 


Page heading: “A Paradox of Jesus.’”’ After consulting 
the dictionary write your own definition of a “paradox.” 
Can a statement be a paradox and yet be true? Study 


24 WHAT SHALL I DO WITH MY LIFE? 


Matt. 10:39. Write the verse first in your own words, using 
the same paradoxical form. Then rewrite it in simple 
statements, keeping the meaning of Jesus. Is there any 
connection between the teaching in this verse and that in 
the parable of the Talents? 


For SpecrtaL Discussion 


What is wrong with the statement: “This .is my life 
and Ill do just what I want to with it”? Do we ever 
follow the example of the third servant in the parable in 
refusing to do what we know to be our duty? What 
differences would be made in our school life if we all made 
the right use of life as described in the parable? 


CHAPTER III 


Tuer ELEMENTS INVOLVED IN THE Ricut USE or LIFE 


HAT is involved? What is involved in the right use 

of life? Does it merely mean doing the right thing? 
Are occupations right or wrong in themselves, or is there 
something entirely apart from them that makes them so? 
Can the same occupation be right for one person and 
wrong for another? Does the right use of life mean find- 
ing the right occupation? What else is involved? 

There are certain occupations which in themselves are 
wrong. They have been outlawed by society. The selling 
of wines and beers was at one time a respectable occupa- 
tion, but gradually it has been recognized as harmful to 
the welfare of men and women until now it is classed as 
“unlawful.” What other occupations are there that have 
been declared unlawful by the State? Certainly all of 
these are wrong in themselves. 

Without considering these unlawful occupations, can a 
man make the wrong use of life in choosing any legitimate 
vocation? The practice of medicine is always recognized 


ELEMENTS IN THE RIGHT USE OF LIFE 25 


as a valuable and important occupation. Would it ever be 
wrong for you to study medicine? Under what circum- 
stances? What did we learn in the previous lesson that 
will help in answering these questions? 

The right life work. There are a great many occupa- 
tions that a young man or a young woman may choose 
which in themselves are right, but this does not mean that 
of necessity they will be the right vocation for that par- 
ticular young man or young woman. It is possible to 
make a wrong use of life by choosing a life work that will 
not permit the best use of all our talents. Jesus taught 
his followers this in the parable of the Talents, given in 
the preceding lesson. Two servants were rewarded for 
faithfully making use of their talents and the man who 
was condemned received his condemnation because of 
neglect in the use of his talent. 

The right use of life, then, will involve the choice of the 
right life work. This life work will not be the same for 
every young man and young woman, but will depend 
somewhat upon individual abilities. Take, however, two 
young men with abilities that are similar. They both enter 
the medical profession. One, and most physicians are like 
him, uses his profession to heal the diseases of men, for- 
getting about himself and often receiving little or no pay 
for his work. The other, like the doctor in Post’s ‘The 
Mountain School-Teacher,”’ refuses to practice unless he 
is sure of his fee. The first is a doctor because of what he 
can give; the second because of what he can get. Both are 
fitted by their abilities and endowments to become physi- 
cians, but one makes the right use of life and the other 
does not. What makes the difference? 

The right life purpose. The right use of life involves 
not only the choice of the right life work; it also means 
that the fundamental purpose of the life must be right. 
In fact, the right choice of a life work is dependent upon 


26 WHAT SHALL I DO WITH MY LIFE? 


the right life purpose. What a man does is determined 
largely by what he is. 

Jesus frequently emphasized the importance of taking 
care of the heart and thus directing the life. On one occa- 
sion he said: 

“Tor there is no good tree that bringeth forth corrupt 
fruit; nor again a corrupt tree that bringeth forth good fruit. 
For each tree is known by its own fruit. For of thorns 
men do not gather figs, nor of a bramble bush gather 
they grapes. The good man out of the good treasure of 
his heart bringeth forth that which is good; and the evil 
man out of the evil treasure bringeth forth that which is 


evil: for out of the abundance of the heart his mouth 
speaketh.’’—Luke 6:43-45. 


Ralph Connor, in ‘‘The Foreigner,” says, ‘‘For after 
all, it is in the heart a man carries his life, it is through the 
heart come his finest ideals, from the heart his truest words 
and deeds.” 

Which is of more importance in the right use of life, a 
right life purpose or a right life work? Is one possible 
without the other? 

The right life program. There is a third factor in- 
volved in the right use of life. Having determined the 
right purpose and decided upon the right occupation, 
there remains the actual working out of these in everyday 
life. This we call a “life program.” Life is more than the 
vocation we follow. It includes as well many other tasks 
that may be entirely unrelated to our main job. Think of 
the men and women who are doing successful pieces of 
work. How many things are they doing that are not part 
of their regular vocation? Everyone to-day must take 
his share of responsibility in the community and in the 
state where he lives; he has certain duties in his home and 
in his church; he must have some knowledge of, and take 
some part In, national and international affairs. And then, 


ELEMENTS IN THE RIGHT USE OF LIFE 27 


after he has spent the necessary time in his occupation 
and in performing these other tasks, there remains the great 
question of using the leisure time that is his. But for us 
who are still looking forward to life, the most important 
and most immediate problem is that of preparing our- 
selves adequately for our life work. Questions such as 
these make it necessary to discuss the method of building 
a right life program that shall unite the various elements 
in our lives so that we can make the best possible use of 
all our time, money, and abilities. 


Notrespook ASSIGNMENT 


With the help of a concordance find three passages where 
Jesus teaches the necessity of doing the right thing, and 
three others where he indicates the need for a right heart. 
Copy these in parallel columns. Briefly explain why there 
is no contradiction in emphasizing both of these. 


For SpeEcIAL Discussion 


Does the kind of work you do in school depend at all 
upon what you think about your school? What must be 
your attitude toward a job if you are going to do the best 
work? What do you mean by ‘“‘school spirit??? Can boys 
or girls with no school spirit do as good work on a school 
team as they could if they had that spirit? Why do 
you “grouch”’ when you have to do things at home? How 
can you really enjoy everything that you have to do? 


QUESTION FOR DEBATE 


Resolved, That it is more important to think right than 
it is to_do right. 


28 WHAT SHALL I DO WITH MY LIFE? 


CHAPTER IV 


How SHALL I DETERMINE THE Ricut Lire PURPOSE? 


HY is it important to find the right use of life? What 
elements are involved in its right use? Which of these 
is of first importance? 

How are we going to discover what is the right life pur- 
pose? What method shall we follow? Shall we investigate 
some of the life purposes that men have held and try to 
evaluate them? If so, upon what basis shall we test them? 
Will it be possible to find a single life purpose that is right 
for everyone? Is there anyone who has followed the right 
life purpose? 

What life purposes have men held? A life purpose 
is not something indefinite or theoretical, though it may 
seem rather unreal to some of us. For this reason, let us 
keep our discussion in the realm of the actual, as far as 
that is possible. We all know men and women who have 
been successful in their work and we know some who have 
failed. Some of them we know well enough to be able to | 
judge, with a fair degree of accuracy, what their life pur- 
poses were. Money, comfort, pleasure, service, social 
prestige, helpfulness, power, political position, are purposes 
that we readily recognize. What others can you add to 
complete the list? Which of these are worth-while pur- 
poses? Why did you choose them as worthy? 

We decided in one of the introductory lessons that it is 
impossible to expect all men and all women to do the same 
kind of work, to follow the same vocation. The world needs 
all types of workers and the workers themselves have a 
variety of abilities. Is the same variety true also in the 
matter of life purposes, or can we pick out one life purpose 
and say that it is right for everyone? We are thinking of 
“life purpose’ as something more than the mere words. 


DETERMINING THE RIGHT LIFE PURPOSE 29 


It is inseparably bound up in the very fabric of life itself. It 
is the center and heart of everything. Jesus described 
it in terms of allegiance: 


“Lay not up for yourselves treasures upon the earth, 
where moth and rust consume, and where thieves break 
through and steal: but lay up for yourselves treasures in 
heaven, where neither moth nor rust doth consume, and 
where thieves do not break through nor steal: for where 
thy treasure is, there will thy heart be also. 

The lamp of the body is the eye: if therefore thine eye 
be single, thy whole body shall be full of light. But if 
thine eye be evil, thy whole body shall be full of darkness. 
If therefore the light that is in thee be darkness, how 
great is the darkness! 

No man can serve two masters: for either he will hate 
the one, and love the other; or else he will hold to one, and 
despise the other. Ye cannot serve God and mammon. 

Therefore I say unto you, Be not anxious for your life, 
what ye shall eat, or what ye shall drink; nor yet for your 
body, what ye shall put on. Is not the life more than the 
food, and the body than the raiment?’—Matt. 6:19-25. 


Jesus was here talking about life purposes and on this 
basis he divided men into two classes: those who look to 
the present, and those who look to the future; those whose 
“eye”’ is evil, and those whose ‘‘eye”’ is good; those who 
serve mammon and those who serve God. Then he drew 
his conclusion: “Do not make the mistake of magnifying 
the unimportant incidentals of life into its central pur- 
pose.”’ What, then, was his answer to the question as to the 
number of life purposes that may be right? Can each one 
of us have a life purpose that is different from others’ and 
still have a life purpose that is right, as is the case in occu- 
pations? Is there such a thing as ‘“‘the right life purpose” 
for all of us? 

What, then, is the life purpose that Jesus showed to be 
the right purpose? Following the verses quoted above, he 


30 WHAT SHALL I DO WITH MY LIFE? 


continues with a discussion of wrong life purposes and 
why they are wrong. Then he said: 

“For after all these things [wrong purposes] do the 
Gentiles seek; for your heavenly Father knoweth that ye 
have need of all these things. But seek ye first his kingdom, 
and his righteousness; and all these things shall be added 
unto you.’”’—Matt. 6:32, 33. 

What did he mean by “his kingdom, and his righteous- 
ness’’? Is it possible to find this life purpose concretely 
expressed in the life of any individual? ? 

Illustrations are essential in understanding almost any 
subject. If we can “see” an abstract truth expressed in 
actual life, then we can begin to understand it. If we can 
find some one who put at the center of his life the right 
life purpose, then we shall have a model, a “blue print”’ to 
use in building our own lives. Where should you look for a 
life that was a perfect expression of the right life purpose? 
Many men and women have taken the above purpose as 
the central fact of their lives, but they have all come short 
of following it perfectly. One Man alone has lived the 
completely consistent life. He it was who stated the right 
life purpose and he it was who followed that purpose to 
the very end. If we seek for the concrete expression of 
the right life purpose, we shall find it in the life of Jesus, 
the God-man. 

Why choose Jesus? This matter of choosing the right 
life purpose is of such importance that we must feel very 
sure about our Ideal. Are we right in selecting Jesus as 
the perfect expression of that purpose? How can we know 
that we are? How would you form your opinion of any 
man? By what he says about himself and by what he does 
in his everyday life? Then why not follow the same plan in 
our judgment of Jesus? 

Because of what he said about himself. Jesus 
taught very clearly that he expected men to model their 


DETERMINING THE RIGHT LIFE PURPOSE 31 


lives after his. During his ministry he called certain men 
to be his disciples but he went beyond merely acting as 
their teacher. He stood before them as the Ideal for their 
lives. During his farewell discourse with his disciples, he 
spoke of going to his “ father’s house,” and of his disciples’ 
following him thither. Thomas, not understanding what 
Jesus meant, said to him in puzzled fashion: 


“Lord, we know not whither thou goest; how know we 
the way? Jesus saith unto him, I am the way, and the 
truth, and the life: no one cometh unto the Father, but 
by me.’”’—John 14:5, 6. | 


As in those days along the shores of Galilee’s sea, Jesus 
now commands all those who are willing to confess his 
name to follow him. It may mean a complete change of 
loyalty and a giving up of the things and the people held 
most dear, as he himself explains: 


“And he that doth not take his cross and follow after 
me, is not worthy of me.’”—Matt. 10:88. 


When we reply as did Thomas, that the path is dark 
ahead, his answer, “I am the way,” leaves no further 
question. 

Because of what he did. As Jesus himself pointed out, 
what a man does must agree with what he says, for actions 
are truer than words. One day, as Jesus was walking in 
that portico of the Temple that was named after Solomon, 
a crowd of curious Jews stopped him. ‘Do not hold us 
longer in suspense,” they said. ‘Tell us whether or not 
you are the Christ.’”’ When Jesus in his answer explained 
his relationship to God by saying, “I and the Father are 
one,” the Jews accused him of blasphemy. Jesus replied: 





“Say ye of him, whom the Father sanctified and sent 
into the world, Thou blasphemest; because I said, I am 
the Son of God? If I do not the works of my Father, be- 
lieve me not. But if I do them, though ye believe not me, 


32 WHAT SHALL I DO WITH MY LIFE? 


believe the works: that ye may know and understand that 
the Father is in me, and I in the Father.’”—John 10:36-38 


Think back over the life of Jesus. Can you remember 
anything he ever did that was not manly, that you would 
not be proud to have done? Did anything he did ever 
contradict anything that he said? At the time of his trial 
the most powerful leaders of the Jews tried to find some 
just charge against him, but they could discover nothing. 
Pilate, the Roman governor, was compelled to admit that 
he found no fault in him, Luke 23:4. He was finally con- 
demned upon charges known to be false because of the 
insistent demands of the Jewish leaders, who hated him. 
From first to last his life on earth was thoroughly con- 
sistent. 

NoteBook ASSIGNMENT 

Page heading: ‘‘ Jesus, the Ideal.’’ Divide the page into 
two columns by a vertical line and head one column, “ He 
Said,’ and the other, ‘“He Did.” In the first, write in 
your own words Jesus’ statement of principles in the 
following passages: Matt. 5:44; Luke 6:31; Matt. 6:33; 
Luke 22:26. Then in the second column cite briefly an 
incident, giving the reference in the life of Jesus where he 
himself carried out the principle laid down in the column 
headed, ‘‘He Said.” Keep these two columns parallel. 
If you can find any inconsistency between what he said 
and what he did, put that down, being careful to point 
out just where the inconsistency les. What conclusion 
regarding the character of Jesus do you draw from this 
2S For Spectra Discussion 

Have you any purpose in your own life? Why do you 
go to school? Why do you go to church and Sunday school? 
Suppose you accept Jesus as your Ideal, what difference 
would it make in your school work? Just what do you 
think of Jesus? What is the basis for your judgment? 


LIFE PURPOSES THAT JESUS REJECTED oo 


CHA PPT RV. 
Lire PURPOSES THAT JESUS REJECTED 


HAT have been some life purposes that men have 

followed? Does everyone have to make the definite 
choice of a life purpose? When did Jesus make that choice? 
Why do we study the choice of Jesus? What possible life 
purposes did he reject? 

When Jesus faced his work. After almost thirty 
years of preparation, Jesus was introduced to his task by 
John the Baptist, the “forerunner.” John was preaching 
on the banks of the Jordan River, calling men to repent- 
ance, for, he said, ‘““The kingdom of heaven is at hand.” 
To him Jesus came to be baptized and John recognized in 
Jesus the “Lamb of God, that taketh away the sin of the 
world!” For as Jesus prayed, the Holy Spirit descended 
upon him in the form of a dove and a voice from heaven 
said, “Thou art my beloved Son, in thee I am well pleased.” 
This was Jesus’ introduction to his work. 

It is probable that often, in some form or other, Jesus 
had faced the question of the right life purpose. Now, 
however, he faces it with the necessity of deciding what 
that purpose shall be. Here he stands, with his preparation 
completed and his life work just ahead. What shall he 
choose as his great purpose? 


“And Jesus, full of the Holy Spirit, returned from the 
Jordan, and was led in the Spirit in the wilderness during 
forty days, being tempted of the devil.’”’-— Luke 4:1-2a. 


Why did Jesus go up into the wilderness for forty days? 
He lived all his life under the guidance of the Holy Spirit 
and this was evidently the Spirit’s plan. What was its 
purpose? 


34 WHAT SHALL I DO WITH MY LIFE? 


The first rejection. 


“And he did eat nothing in those days: and when they | 
were completed, he hungered. And the devil said unto him, 
If. thou art the Son of God, command this stone that it 
become bread. And Jesus answered unto him, It is written, 
Man shall not live by bread alone.’”’—Luke 4: 2b-4. 


In his account of this event, Luke seems to imply that 
Jesus was so absorbed in meditation that the time passed 
unnoticed. About what was Jesus thinking? Why was 
he so absorbed? He probably reached a definite decision 
regarding his life purpose. Just when his purpose seems to 
have been the strongest, the Devil attacked him in his 
weakest spot, for Jesus was very hungry. The “‘if’’ in the 
Devil’s first statement has the force of “‘since’’; Jesus was 
definitely aware of his relation to God because of the 
experiences through which he had just passed: “Since you 
are the Son of God, command this stone that it become 
bread and satisfy your great need.”’ Just what was the 
temptation? 

Broaden the thought a little and take “bread” as 
including all physical necessities and comforts. Let us use 
the term “material things.” There was nothing wrong in 
Jesus’ wanting bread, but it was wrong to use his power in 
something that was not God’s purpose. Material things 
are incidental in life and are not to be magnified into the 
main purpose. Notice that in Jesus’ answer he classes 
himself with men: ‘‘Man shall not live by bread alone.” 
He was quoting from Deut. 8:3, where Moses reminded 
the Children of Israel of God’s care for them in the 
wilderness. Jesus said, in effect: ‘There is something 
more to life than bread. That is but an incidental.’ What 
is the life purpose that Jesus here rejected? How would 
you state, in your own words, the reason for this re- 
jection? 


LIFE PURPOSES THAT JESUS REJECTED 30 


The second rejection. 


“And he led him up, and showed him all the kingdoms of 
the world in a moment of time. And the devil said unto 
him, To thee will I give all this authority, and the glory of 
them: for it hath been delivered unto me; and to whomso- 
ever I will I give it. If thou therefore wilt worship before 
me, it shall ali be thine. And Jesus answered and said 
unto him, It is written, Thou shalt worship the Lord thy 
God, and him only shalt thou serve.’’—Luke 4:5-8. 


Jesus, as he stood on the threshold of his life work, 
looked forward to the time when he should have won the 
world to himself. Satan now offered him all worldly power 
if he would but follow him. Many men have seen the “‘king- 
doms of the world in a moment of time” pass before the 
eye of their imagination, and the sight has caused them to 
fall at the feet of ‘the prince of this world.” It was not 
so with Jesus. The temptation of power could not swerve 
him from his purpose to follow God. Again he quoted from 
the Old Testament, another verse in the same speech of 
Moses, Deut. 6:13. 

Jesus did not hesitate to turn from what seemed to be 
an easy road to the accomplishment of his purpose. He 
recognized that the political power promised was not 
comparable to the spiritual power of his Kingdom. Later 
he said to Pilate, ‘“‘Thou sayest that I am a king. To 
this end have I been born, and to this end am I come into 
the world, that I should bear witness unto the truth.” 
John 18:37. His life purpose was not for power. Upon 
this power he turned his back. He chose rather the path 
of suffering that would lead to kingship only after cen- 
turies of struggle. If Jesus were living as man again to-day, 
what would be the form of this temptation? Is it a tempta- 
tion that men are meeting now? Is it ever right to seek 
power? 


36 WHAT SHALL I DO WITH MY LIFE? 


The third rejection. 


“And he led him to Jerusalem, and set him on the 
pinnacle of the temple, and said unto him, If thou art the. 
Son of God, cast thyself down from hence: for it is written, 

He shall give his angels charge concerning thee, to 
guard thee: and, 

On their hands they shall bear thee up, 

Lest haply thou dash thy foot against a stone. 

And Jesus answering said unto him, It is said, Thou 
shalt not make trial of the Lord thy God.’’—Luke 4: 9-12. 


Satan made his final onslaught by choosing the strongest 
of his weapons, so keen that it pierces all but the finest 
armor. He called upon popular acclaim. Jesus, living to 
win the world, must now decide whether or not he would 
give his life to gaining the applause of the crowd. Satan 
took him up on a high tower of the Temple in view of the 
worshiping multitude. “Here is your opportunity,” he 
said. ‘You know that you are the Son of God. Proveit to | 
these people. Leap from this pinnacle to the court far 
below. God will protect you and the people will proclaim 
you as their great leader.” In support of his contention, 
Satan resorted to the method of Jesus, quoting a promise 
made in Ps. 91:11, 12. 

Men who have been able to stand against the temptation 
to give their lives in the pursuit of substance or of power, 
have been unable to resist the lure of popularity. It is the 
subtlest of all the temptations. And there is nothing wrong 
in popularity, taken by itself. The wrong comes in sacrifie- 
ing higher purposes for it. Jesus met this temptation as he 
met the others, quoting from the same speech of Moses, 
Deut. 6:16, “Thou shalt not make trial of the Lord thy 
God.” His reply seems to have a twofold significance. 
Jesus applied the command to himself, saying that it was 
wrong for him to make trial of God. He also placed himself 
in the position of issuing the command to Satan as if he 


LIFE PURPOSES THAT JESUS REJECTED 37 


would say: “Enough, Satan! Thou shalt not make trial of 
me, thy God.” Thus having failed in every attempt Satan 
left him, but only for a season. 

Read the account of the temptation as given in Matt. 
4:1-11. What differences are there? Note that the order 
of the temptation is different. Which of the three tempta- 
tions seems the strongest? Why? In arranging them in the 
order of their strength, from weakest to strongest, do you 
prefer Matthew’s or Luke’s order? What are your reasons? 


NotTrEeBook ASSIGNMENT 


) 


Page heading: ‘‘Wrong Life Purposes.’’ Use the three 
purposes Jesus rejected—Material Things, Power, and 
Popularity—as main headings, and put under each as 
many as you can of the life purposes you listed in Chapter 
IV. Those that remain may be included under a fourth 
main heading. What is it? 


For SpPEcIAL DISCUSSION 


Am I following, in my school life, any of the three life 
purposes that Jesus rejected? Am I looking for an “easy” 
life? Is it my ambition to hold school or class offices?) Am 
I doing things I know to be wrong because I want to be 
popular? If I follow Jesus, what changes shall I have to 
make? 

For INVESTIGATION 


Verse 13 says that the Devil “departed from him for a 
season,” evidently implying that Jesus faced temptations 
at other times. What other temptations were there and 
when did they occur? Can they all be classified under 
the three main headings given above? 


38 WHAT SHALL I DO WITH MY LIFE? 


CHAPTER VI 


PRINCIPLES GOVERNING JESUS’ CHOICE— 
Hts CoNnscilousNnEss OF Gop 


HAT three life purposes did Jesus reject? Why did 

he reject them? What was there in his life that led 
him to make the choice that he did? Willit help us in our 
decisions to study the reasons for his? 

Review the answers that Jesus made to each of the 
temptations (Matthew and Luke). What is there common 
to all three? Did Jesus base his answers on his own judg- 
ment, or did he, in each case, test his decision by God’s 
attitude toward it? 

The principles of Jesus. Having accepted Jesus as our 
Ideal in the matter of life purpose, it is natural that we 
should try to discover the fundamental principles upon 
which he based his choices. In school we study the life of 
such aman as Abraham Lincoln to find out what made him 
great and how he came to follow the life purpose that he 


did. Let us follow the same method in the case of Jesus. .- 


Let us study him as a man facing the same decisions that 
we face, and choosing the right unfalteringly. Why did he 
make these choices? What essential principles formed the 
foundation of his life? Can we build the superstructure of 
our lives on the same principles? 

What he thought of God. Beyond all shadow of 
doubt, the most important single principle underlying 
Jesus’ life was his conception of God. This is the real basis 
for everything that he said or did or thought. Just as he 
measured his decision at the time of the temptations by 
God’s purpose for his life, so throughout that life his con- 
stant thought was of God. What did he think about God? 
What did he call him? How did he act with regard to 
him? 


JESUS’ CONSCIOUSNESS OF GOD 39 


As shown by his names for God. How many names 
can you think of that Jesus used in speaking of God? Do 
these show us anything about his conception of God? 

There are three names which we think of at once. Jesus 
used two of them in his answers to Satan: “Thou shalt 
worship the Lord thy God,” Luke 4:8, and again, ‘‘Thou 
shalt not make trial of the Lord thy God,” Luke 4:12. As 
we should naturally suppose, since Jesus was quoting from 
Deuteronomy, these are the common names for God used 
throughout the Old Testament. Jesus used them both 
frequently. In speaking to the Samaritan woman by the 
well, he said, ‘‘God is a Spirit: and they that worship him 
must worship in spirit and truth,” John 4:24. Can you 
recall other instances where Jesus used the term ‘‘God’’? 
Warfield, writing in Davis’ Bible Dictionary (see article 
on “‘God’’) defined the word as follows: ‘‘The word God 
designates fundamentally the almighty Spirit who is 
worshiped and whose aid is invoked by men.”’ The name 
“Lord,” a translation of the Hebrew “Jehovah,” is used 
frequently in conjunction with God, and is another of the 
great Old Testament names for God. What do you learn 
about Jesus’ thought of God from these two names? 

The third name which Jesus used brings a new concep- 
tion regarding God. He called him “Father.” It is true 
that the Jews had occasionally spoken of God as their 
Father, but they used the term in a formal way without the 
personal relationship that Jesus implied. 


“At that season Jesus answered and said, I thank thee, 
O Father, Lord of heaven and earth, that thou didst hide 
these things from the wise and understanding, and didst 
reveal them unto babes: yea, Father, for so it was well- 
pleasing in thy sight. All things have been delivered unto 
me of my Father: and no one knoweth the Son, save the 
Father; neither doth any know the Father, save the Son, 


40 WHAT SHALL I DO WITH MY LIFE? 


and he to whomsoever the Son willeth to reveal him.’’— 
Matt. 11: 25-27. 


Notice how close was the fellowship between Jesus and 
his Father. The “ Lord of heaven and earth,” the “Jehovah 
God” of Old Testament times, was “my Father.’ But 
Jesus did not think of God as exclusively his Father. He 
speaks of him also as “the Father,” “thy Father,” and 
“your Father.” 


“But thou, when thou prayest, enter into thine inner 
chamber, and having shut thy door, pray to thy Father who 
is in secret, and thy Father who seeth in secret shall re- 
compense thee. And in praying use not vain repetitions, as 
the Gentiles do: for they think that they shall be heard for 
their much speaking. Be not therefore like unto them: for 
your I’ather knoweth what things ye have need of, before 
ye ask him.’’—Matt. 6: 6-8. 


Jesus was teaching his disciples to have the same attitude 
toward God that he had, to feel toward him as children 
feel toward their father. We are to pray, not that we may 
inform God of our needs, but that we may have conscious 
communion with him as his children. John learned this 
lesson well for he said later, in one of his letters: 

“Behold what manner of love the Father hath bestowed 


upon us, that we shall be called children of God; and such 
we are.”’—I John 3: 1a. 


How would you sum up Jesus’ idea of God as shown 
by the names he used? 

As shown by his attitude toward God. The constant 
attitude of Jesus toward God reveals the same feeling of 
intimacy that we have just seen in his use of God’s names. 
Where is the attitude evident? Do you find it in the prayers 
of Jesus? Turn again to the one quoted on page 39 of this 
lesson and note the perfect understanding that seemed to 
exist between Jesus and God. Now cite other instances of . 


JESUS’ CONSCIOUSNESS OF GOD 41 


Jesus’ prayers that show this feeling of intimacy and 
dependence upon God. How often did Jesus pray? How 
do you think he prayed to God? Why did he pray? 

This attitude toward God is evident also in everything 
that he said. God had first place in his mind. Every one 
of his great sermons dealt in some way with the problem of 
man’s relation to God; every one was built on the conscious- 
ness of God’s very presence in his life. Jesus himself 
stated this very clearly: 


“For I spake not from myself; but the Father that sent 
me, he hath given me a commandment, what I should say, 
and what I should speak. And I know that his command- 
ment is life eternal; the things therefore which I speak, 
even as the Father hath said unto me, so I speak.’”’— 
John 12:49, 50. 

How would you describe the attitude of Jesus toward 
God? 

Jesus’ consciousness of God. The great fact of 
Jesus’ life was his consciousness of God. What was the 
place of God in Jesus’ life? It is difficult to state the full 
answer to this question. Jesus believed in God, he knew 
God intimately; for him God was the central part of his 
religion. But even yet we have not completely expressed 
the real, personal meaning of God in the life of Jesus. 
Thomas Arnold, that famous head master of Rugby, com- 
plained of his boys that “God was not in all their thoughts.” 
With Jesus, God was in all his thoughts, for he had no 
thoughts at all that God did not dominate. His conscious- 
ness of God was the very rock upon which he laid the 
foundation principles of his fe. 

Many years ago, Horace Bushnell preached a sermon on 
“Every Man’s Life a Plan of God,” which has been often 
printed and widely circulated. (A copy of this pamphlet 
will be sent free upon request to the Department. of 
Recruiting, Board of Christian Education of the Presby- 


42 WHAT SHALL I DO WITH MY LIFE? 


terian Church in the U. 8. A., 156 Fifth Avenue, New 
York City.) It is a great sermon and deserves the careful 
reading of every boy and girl. The main point in this ser- 
mon is that God has a plan for every life and that it is of 
vital importance for a man to find that plan rather than 
to work out a plan for himself. But Horace Bushnell did 
not go quite far enough. The life of Jesus was not just a 
plan of God. It was a life built upon the life of God. ‘“The 
object of Jesus was to induce men to base all life on God,” 
says Glover in his book, “‘The Jesus of History.” In this 
Jesus himself led the way by basing his own life on that 
Supreme Being whom he knew as ‘‘my Father.” This is 
where he began. Even in his early years, when his parents 
returned to Jerusalem to find him in the Temple, he replied 
to their rebuke: ‘‘ How is it that ye sought me? knew ye 
not that I must be in my Father’s house?” Luke 2:49. 

Jesus’ consciousness of God was the personal, intimate 
knowledge of his presence directing and inspiring every 
thought and every act. 


Novrespookx ASSIGNMENT 


) 


Page heading: “God as Father.” Divide the page into 
two columns heading one, “In the Old Testament,” and 
the other, ‘‘In the New Testament.” In the first, quote 
four Old Testament passages where God is spoken of as 
Father; in the second, choose several similar quotations 
from Jesus and his followers. Explain the difference be- 
tween the two sets of quotations. 


For SpPEcIAL DIscussION 


Have I a realization of God as my Father? Is my life 


based upon God as Jesus’ life was? If I felt God with me 
in the schoolroom, what would I do that I am not doing 
now? What would I stop doing? in the gymnasium? at 
home? Is he with me whether I realize it or not? 


JESUS’ CONSCIOUSNESS OF MEN 43 


For INVESTIGATION 


Jesus is the Son of God and he taught his disciples that 
they and we are sons of God. Is he ever spoken of in the 
New Testament as our Elder Brother? Where? 


CHAPTER VII 


JESUS’ CONSCIOUSNESS OF MEN 


HAT was the first great principle upon which Jesus 

built his life? How would you explain this in your 
own words. Does it mean merely belief in God? Is it 
sufficient in itself to furnish a complete foundation? What 
else does it include? Is it going far enough to try to 
establish right relations with God? What does that imply? 
Can a man have aright relationship with God without also 
establishing a right relationship with men? 

What Jesus thought of men. Jesus was consistent. 
He knew that his conception of God could not be isolated, 
but that he must of necessity include a consciousness of 
men. We have already briefly discussed his attitude to- 
ward men in the first lesson. Now we find that it is one of 
his fundamental principles and as such requires more care- 
ful thought. In the first lesson we saw that Jesus placed a 
high value. upon even the despised classes. Will that 
statement adequately describe his consciousness of men? 
Let us study additional incidents. What would you suggest 
as revealing Jesus’ attitude toward men, toward human life? 

His attitude toward the despised. Probably the first 
incident you will think of is that of Levi and his friends 
which is quoted in the first lesson. Turn to that incident 
again. What did the ordinary religious Jew think of Levi 
and his friends? What did he call them? What did he 
think of Jesus for eating at Levi’s house? What did 
Jesus think of the religious Jew? What did he think of Levi? 


44 WHAT SHALL I DO WITH MY LIFE? 


Jesus stated his mission in the world in several different 
ways. Sometime after his visit to the house of Levi, he 
met another despised taxgatherer named Zacchzeus and 
went home with him to spend the night. Again the Jews 
criticized Jesus and in explanation of his action, Jesus said 
to Zaccheeus, 

“Tor the Son of man came to seek and to save that which 
was lost.” —Luke 19:10. 

This expresses in one way the innermost thought of Jesus 
regarding men. If he could help it, no human being should 
be lost. He was not only willing to help those who came to 
him, but he also proposed to go out to look for them even 
in the face of the active opposition of the religious leaders 
of the time. “The lost man was too valuable and sacred 
to be lost.”’ 

On what other occasions did Jesus show his interest in 
“yublicans and sinners’? From these incidents, how 
would you describe his attitude toward men? 

His attitude toward the leper. Another class of 
people who found little consideration at the hands of the 
crowd were the lepers. Excluded from all companionship 
with their fellow men and regarded as dead men, Num. 
12:12, they frequently wandered along the country roads 
as beggars, warning all of their approach with the mournful 
ery: ‘“Unclean! Unclean!’? You probably remember Lew 
Wallace’s vivid description of the leprous mother and 
sister of Ben Hur. Nothing was more pitiful and yet 
nothing more repulsive than the fingerless hands and 
decaying joints of these broken-bodied men and women. 


‘“‘And when he was come down from the mountain, great 
multitudes followed him. And behold, there came to him a 
leper and worshipped him, saying, Lord, if thou wilt, thou 
canst make me clean. And he stretched forth his hand, and 
touched him, saying, I will; be thou made clean. And 
straightway his leprosy was cleansed. And Jesus saith unto 


JESUS’ CONSCIOUSNESS OF MEN 45 


him, See thou tell no man; but go, show thyself to the 
priest, and offer the gift’ that Moses commanded, for a 
testimony unto them.”—Matt. 8:1-4. 


In this poor leper Jesus saw a man in need. With infinite 
tenderness he turned to the appeal of this loathsome 
creature and ‘‘stretched forth his hand, and touched him,” 
and with that touch healed him of his dread disease. Even 
this most wretched specimen of humanity was valuable in 
his sight. 

Does this illustration of Jesus’ attitude toward the leper 
add anything to the conclusions we reached in the preced- 
ing instance? Which is the better indication of Jesus’ 
valuation of men? 

His attitude toward the lost. In the two classes of 
incidents that we have just studied, Jesus has been dealing 
with men despised by their fellows because of moral and 
physical contamination. We have seen that he described 
them as “lost.” His attitude toward them he further 
illustrated by using two parables: 


“Now all the publicans and sinners were drawing 
near unto him to hear him. And both the Pharisees and 
the scribes murmured, saying, This man receiveth sinners, 
and eateth with them. And he spake unto them this par- 
able, saying, What man of you, having a hundred sheep, 
and having lost one of them, doth not leave the ninety and 
nine in the wilderness, and go after that which is lost, until 
he find it? And when he hath found it, he layeth it on his 
shoulders, rejoicing. And when he cometh home, he calleth 
together his friends and his neighbors, saying unto them, 
Rejoice with me, for I have found my sheep which was lost. 
I say unto you, that even so there shall be joy in heaven 
over one sinner that repenteth, more than over ninety and 
nine righteous persons, who need no repentance. 

Or what woman having ten pieces of silver, if she lose one 
piece, doth not light a lamp, and sweep the house, and seek 
diligently until she find it? And when she hath found it, 


46 WHAT SHALL I DO WITH MY LIFE? 


she calleth together her friends and neighbors, saying, 
Rejoice with me, for I have found the piece which I had 
lost. Even so, I say unto you, there is joy in the presence of 
the angels of God over one sinner that repenteth.””— 
Luke 15:1-10. 


Why did Jesus use these two parables? What was the 
criticism that the Pharisees and scribes made? What was 
the real reason for their criticism? What is the difference 
between the teachings of the two parables? What is the 
similarity? . 

In every Jewish community in Jesus’ day, there was a 
group of people who could not keep up the strict observ- 
ance of the law and who had given up trying. These were 
the “publicans,’ whose work as taxgatherers for the 
Roman Government made them hated by the Jews, and 
the “sinners,” whose moral weaknesses placed them out- 
side the pale of the synagogue. The pious leaders of the 
Jews ignored and despised these people. Jesus incurred 
their criticism because he disregarded these distinctions. 
Through the parables he indicated his great interest in the 
lost, both because they belonged to him and he felt com- 
passion for them in their plight and because they were in 
themselves worth all the trouble that it took to find them. 

His attitude toward therich. But did Jesus see value 
only in the despised, broken, and lost people of his day? 
He seems to have spoken of them oftener and spent more 
time helping them, because they felt their need of him, but 
he also recognized the value of men who were well-to-do 
in the things that this world offers. 


‘“‘And as he was going forth into the way, there ran one 
to him, and kneeled to him, and asked him, Good Teacher, 
what shall I do that I may inherit eternal life? And Jesus 
said unto him, Why callest thou me good? none is good 
save one, even God. Thou knowest the commandments, 
Do not kill, Do not commit adultery, Do not steal, Do not 


JESUS’ CONSCIOUSNESS OF MEN 47 


bear false witness, Do not defraud, Honor thy father and 
mother. And he said unto him, Teacher, all these things 
have Lobserved from my youth. And Jesuslooking upon him 
loved him, and said unto him, One thing thou lackest: go, sell 
whatsoever thou hast, and give to the poor, and thou shalt 
have treasure in heaven: and come, follow me. But his 
countenance fell at the saying, and he went away sorrowful: 
for he was one that had great possessions.’””—Mark 
10:17-22. 

Jesus saw something very much worth while in the 
young man who asked his help. He saw a real need in 
that life and he knew that the young man’s wealth was 
standing in the way. Mark says that Jesus “looking upon 
him loved him.” There seems to have been disappointment 
in his heart as the young man turned away. Note the 
sorrow in his words to his disciples: 


“And Jesus looked round about, and saith unto his 
disciples, How hardly shall they that have riches enter 
into the kingdom of God! And the disciples were amazed 
at his words. But Jesus answereth again, and saith unto 
them, Children, how hard is it for them that trust in riches 
to enter into the kingdom of God!’—Mark 10: 23, 24. 


How would you express Jesus’ attitude toward the rich? 
Is it fundamentally different from his attitude toward 
other people? Did any rich men follow Jesus? 

His attitude toward his followers. We should not be 
able to form a fair judgment of Jesus’ consciousness of men 
if we limited our study to his attitude toward the despised, 
the leper, the lost, and the well-to-do. We must consider 
also his attitude toward his followers and his commands 
regarding their attitude toward others. Nowhere is this 
more clearly shown than in Jesus’ prayer for his disciples 
just before his arrest: 


“These things spake Jesus; and lifting up his eyes to 
heaven, he said, Father, the hour is come; glorify thy Son, 


48 WHAT SHALL I DO WITH MY LIFE? 


that the Son may glorify thee: even as thou gavest him 
authority over all flesh, that to all whom thou hast given 
him, he should give eternal life. And this is life eternal, 
that they should know thee the only true God, and him 
whom thou didst send, even Jesus Christ.”-—John 17:1-3. 


“As thou didst send me into the world, even so sent I 
them into the world. And for their sakes I sanctify myself, 
that they themselves also may be sanctified in truth. 
Neither for these only do I pray, but for them also that 
believe on me through their word; that they may all be 
one; even as thou, Father, art in me, and I in thee, that 
they also may be in us: that the world may believe that 
thou didst send me. And the glory which thou hast given 
me I have given unto them; that they may be one, even 
as we are one; I in them, and thou in me, that they may 
be perfected into one; that the world may know that thou 
didst send me, and lovedst them, even as thou lovedst 
me.’’—John 17 :18-23. 


What is the one great request that Jesus makes for all 
his disciples? Is it not that they may have the same inti- 
mate consciousness of God that he had? What does he say ‘— 
about their attitude toward others? What does he mean 
when he says, “As thou didst send me into the world, even 
so sent I them into the world’’? 

How would you express Jesus’ attitude toward his 
followers? 

Jesus’ consciousness of men. Look back over the 
incidents we have been studying as revealing Jesus’ 
attitude toward men. The fundamental fact of his con- 
sciousness underlies them all. In discussing Jesus’ con- 
sciousness of God, we decided that it was the personal, 
intimate realization of God’s presence in all of his life. 
This is matched by his consciousness of man’s deepest 
need. Through disease and sin, under the veneer of wealth, 
Jesus saw that man’s greatest need was for God, for the 


JESUS’ CONSCIOUSNESS OF MEN 49 


same consciousness of God that he himself had; and he 
gave himself to meeting that need. 


“And behold, a certain lawyer stood up and made trial 
of him, saying, Teacher, what shall I do to inherit eternal 
life? And he said unto him, What is written in the law? 
how readest thou? And he answering said, Thou shalt love 
the Lord thy God with all thy heart, and with all thy soul, 
and with all thy strength, and with all thy mind; and thy 
neighbor as thyself. And he said unto him, Thou hast an- 
swered right: this,do and thou shalt live.’”’—Luke10: 25-28. 


Here is a simple exposition of his consciousness of man’s 
need: God is at the center of the whole of life. This 
consciousness of the presence of God must always lead, as 
it did in Jesus’ case, to the second principle, the conscious- 
ness of the need of man. ‘‘Thou shalt love the Lord thy 
God with all thy heart, and with all thy soul, and with ail 
thy strength, and with all thy mind; and thy neighbor as 
thyself.” 

State, in your own words, this second fundamental 
principle of Jesus’ life—his consciousness of men. 


NotTresook ASSIGNMENT 


Page heading: ‘‘The Need of Men.” In Matt.11: 2-6 
Jesus’ work is described. Write a brief introductory 
paragraph describing the occasion as outlined in vs. 2-4. 
Verse 5 gives a list of things that Jesus did. Follow the 
list in the order given, writing each statement of Jesus and 
citing an actual example of it from Jesus’ work. Then 
write a brief concluding paragraph explaining why Jesus 
answered John in this way. 


For SprEcrtAL Discussion 


Do you follow Jesus’ example in your consciousness of 
men? Are you just as ready to help those not in your 


50 WHAT SHALL I DO WITH MY LIFE? 


“bunch” as those who are your special friends? Are there 
some boys or girls whom you dislike greatly? How about 
your attitude toward people of other races? If you follow 
Jesus consistently, what changes must you make in your 
daily life? 


CHAPTBRR-VILe 
JESUS’ CONSCIOUSNESS OF SELF—THE SON OF GoD 


HAT are the two fundamental principles of Jesus’ 
life that we have just discussed? How would you 
state each? Are these two sufficient to explain why Jesus 
made the choices that he did at the time of his temptation 
and at other times during his life? Turn back to the last 
main paragraph of the preceding lessons and read the 
quotation from Luke 10:25-28. What do you find in 
addition to love of God and love of neighbor? 
What Jesus thought about himself. We cannot stop 
with Jesus’ consciousness of God and of men if we would 
understand his choice of a life purpose. There is a third 


element that is linked inseparably with the other two—his 


consciousness of self. He felt in his own life the power of 
God’s presence, he saw in men the need for that presence, 
and then he thought of himself as coming in between the two 
and bridging the gap that through him God might enter 
the lives of men. This consciousness of mission, however, 
was but a part of his consciousness of self. Other elements 
entered that must be considered if we would reach a true 
conclusion. To discover all of the elements in Jesus’ 
consciousness of himself, and to put these together into a 
completed picture, is a baffling task. Jesus is so much more 
than we can even imagine, so far beyond the limits of our 
understanding, that we must expect to meet with un- 
fathomable depths of character. And yet Jesus is so 
straightforward and direct in his teaching and in his life 


JESUS’ CONSCIOUSNESS OF SELF—SON OF GOD 51 


that even a child can love and follow him. Therefore, as 
we try to learn something of Jesus’ self-consciousness, let 
us remember this seeming paradox. Our special aim is to 
find elements and attitudes that will help us in determining 
our own life purpose and this must be the guide in our study. 

Let us first consider Jesus’ consciousness of self in its 
relationships. What did Jesus feel was the relationship 
between himself and God? 

The question here is quite different from that discussed 
in Chapter VI, “‘ Jesus’ Consciousness of God.” Turn back 
and review the conclusions you reached in that chapter. 
There we discussed the place that Jesus gave to God in his 
life. Here the problem is to discover how closely Jesus 
felt himself related to God. When Jesus spoke of God as 
“Father,” did he really mean that, or was he using a figure 
of speech to describe God’s love and care? Was Jesus the 
“Son of God,” as Peter declared at Ceesarea Philippi? 
What was Jesus’ consciousness regarding this? How can 
we discover what Jesus thought about himself? 

What he said. What did Jesus say about himself that 
is evidence in deciding the questions just asked? Did 
anyone ever address Jesus as the Son of God? On what 
occasions? Did Jesus ever deny his right to the title? When? 

Turn again to the account of Jesus’ temptation as we 
discussed it in Chapter V, and note that the Devil ap- 
proached Jesus on the basis of his being the Son of God, a 
fact which Jesus made no attempt to deny. Would the 
temptations have been real in that form if Jesus had not 
thought himself God’s Son? 

On several occasions, when Jesus came into conflict with 
men possessed of unclean spirits, he was addressed by the 
demons as the Son of God. 

‘“‘And when he was come forth upon the land, there met 
him a certain man out of the city, who had demons; and 
for a long time he had worn no clothes, and abode not in 


52 WHAT SHALL I DO WITH MY LIFE? 


any house, but in the tombs. And when he saw Jesus, he 
cried out, and fell down before him, and with a loud voice 
said, What have I to do with thee, Jesus, thou Son of the 
Most High God? I beseech thee, torment me not.”— 
Luke 8:27, 28. See also Matt. 8:28, 29 and Mark 5: 2-8. 


There can be no question here regarding the testimony 
of the demons. They recognized Jesus as the Son of God 
and, as such, having power over them. Can you give 
any other incidents when demoniacs recognized Jesus as 
God’s Son? In none of these cases did Jesus say that 
they were mistaken, but he always admitted, though often 
tacitly, that they used the correct form of address. This is 
the important fact for us in their testimony. 

But the demons were not the only beings to call him 
“Son of God.” Certain of his followers and others so 
addressed him. Among the first of these was Nathanael. 


“Jesus saw Nathanael coming to him, and saith of him, 
Behold, an Israelite indeed, in whom is no guile! Nathanael 
saith unto him, Whence knowest thou me? Jesus answered 
and said unto him, Before Philip called thee, when thou 
wast under the fig tree, I saw thee. Nathanael answered 
him, Rabbi, thou art the Son of God; thou art King of 
Israel.”—John 1:47-49. 


What did Peter reply at Cesarea Philippi to Jesus’ 
question, “‘Who say ye that I am?”’ What did Martha 
say of him, even before he had raised her brother Lazarus 
from the dead? What declaration did Thomas make after 
Jesus’ resurrection? Did Jesus ever deny the truth of these 
statements? On the other hand, did he ever commend 
anyone for saying that he was the Son of God? 

So far we have been discussing the negative side of 
Jesus’ statements. We have seen that he did not say, on 
any occasion, that he was not the Son of God. On the 
other hand, there were times when he very plainly declared 
his sonship. During his trial, when the chief priests and 





JESUS’ CONSCIOUSNESS OF SELF—SON OF GOD _ 53 


scribes were trying to discover some charge against him, 
he did not hesitate to say very plainly that he was the 
Son of God. 


“Tf thou art the Christ, tell us. But he said unto them, 
If I tell you, ye will not believe: and if I ask you, ye will 
not answer. But from henceforth shall the Son of man be 
seated at the right hand of the power of God. And they 
all said, Art thou then the Son of God? And he said unto 
them, Ye say that Iam. And they said, What further need 
have we of witness? for we ourselves have heard from his 
own mouth.’’—Luke 22: 67-71. 


How did the Jews understand his answer, ‘‘ Ye say that 
Tam’? Do you think there was any doubt in their minds 
that he claimed to be God? 

Karlier in his ministry the Jews came to Jesus one day 
and asked him to tell them plainly whether or not he was 
the Christ. Although he said that they would not believe 
him, he gave them the answer they asked. 


“T and the Father are one. The Jews took up stones 
again to stone him. Jesus answered them, Many good 
works have I showed you from the Father; for which of 
those works do ye stone me? The Jews answered him, 
For a good work we stone thee not, but for blasphemy; 
and because that thou, being a man, makest thyself God. 
Jesus answered them, Is it not written in your law, I said, 
Ye are gods? If he called them gods, unto whom the word 
of God came (and the scripture cannot be broken), say ye 
of him, whom the Father sanctified and sent into the 
world, Thou blasphemest; because I said, I am the Son 
of God.’’—John 10: 30-36. 


Can you give other incidents where Jesus said that he 
was the Son of God? Is what he said a good indication of 
what he thought? Do you think that he thought of him- 
self as God’s Son? What did it mean to be “the Son of 
God’’? 


54 WHAT SHALL I DO WITH MY LIFE? 


What he did. Not only did Jesus say that he was 
the Son of God, but he also acted as if he were. He did a 
great many things that clearly indicate his consciousness 
of sonship. In your notebook, make as complete a list as 
you can of these things. Pick out those incidents which 
seem to you the strongest proofs of this consciousness and 
give the reasons for your selection. 

Let us consider one such incident here: 


“And behold, men bring on a bed a man that was 
palsied: and they sought to bring him in, and to lay him 
before him. And not finding by what way they might 
bring him in because of the multitude, they went up to the 
housetop, and let him down through the tiles with his 
couch into the midst before Jesus. And seeing their faith, 
he said, Man, thy sins are forgiven thee. And the scribes 
and the Pharisees began to reason, saying, Who is this that 
speaketh blasphemies? Who can forgive sins, but God 
alone? But Jesus perceiving their reasonings, answered 
and said unto them, Why reason ye in your hearts? Which 
is easier, to say, Thy sins are forgiven thee; or to say, 
Arise and walk? But that ye may know that the Son of 
man hath authority on earth to forgive sins (he said unto — 
him that was palsied), I say unto thee, Arise, and take up 
thy couch, and go unto thy house. And immediately he 
rose up before them, and took up that whereon he lay, 
and departed to his house, glorifying God. And amaze- 
ment took hold on all, and they glorified God; and they 
were filled with fear, saying, We have seen strange things 
to-day.’’—Luke 5:18-26. 


Were the Pharisees right when they said that only God 
could forgive sins? Did Jesus believe that they were 
right? What is the answer to Jesus’ question: “‘ Which is 
easier, to say, Thy sins are forgiven thee; or to say, Arise 
and walk?”’ An impostor could make the first statement 
and it would be impossible to prove the fallacy of his claim 
to forgive sins. It is not so, however, with the second. 


JESUS’ CONSCIOUSNESS OF SELF—SON OF GOD 55 


“There is a slight irony in the way in which Jesus gives 
expression to this thought: You think these are empty 
words that I utter when I say, Thy sins are forgiven thee. 
See, then, whether the command which I am about to give 
is an empty word. The miracle thus announced acquires 
the value of an imposing demonstration”’ (Godet on Luke). 
What does the demonstration prove? Does it indicate 
anything regarding Jesus’ thought of himself? Let us 
remember that in this chapter we are not trying to discover 
all the proofs that Jesus is the very Son of God. We are 
merely making a brief study of Jesus’ own consciousness of 
that fact. In addition to what Jesus said, and what he did, 
we might also consider the impression which he left upon 
those who followed him. However, their belief that he 
was the Son of God is not a distinct indication of his own 
consciousness but rather a confirmation of his words and 
works. They believed in him because of what he said and 
what he did, both of which were expressions of what he 
was and is—the Son of God. 

Jesus’ consciousness of himself as the Son of God. 
There can be but one conclusion from the discussion we 
have been following. Jesus did more than recognize the 
presence of God in his life. He felt a close relationship to 
God as his Father, a consciousness that continually ex- 
pressed itself in what he said and in what he did. He knew 
that he was the Son of God in the fullest sense of that 
term. He himself was and is God! 


NoTeBooK ASSIGNMENT 
Page heading: ‘‘ Jesus, the Son of God.”’ The purpose of 
this assignment is to outline the reasons for believing that 
Jesus is the Son of God. Begin with the two we have dis- 
cussed: 1. He said that he was the Son of God. 2. His 
deeds proved that he was. Under this head put the list 
asked for on page 54. Now add at least four other reasons. 


56 WHAT SHALL I DO WITH MY LIFE? 


~ 


For SpEcIAL DISCUSSION 


What difference does it make to us whether or not Jesus 
is the Son of God? 


For INVESTIGATION 


In this chapter the term ‘‘demoniac”’ and the expression 
‘possessed of demons”’ are used. Look them up in a Bible 
dictionary and explain their meaning. What was the 
matter with the man possessed of the devils? 


CHAPTER LX 
JESUS’ CONSCIOUSNESS OF SELF—THE Son oF MAN 


HAT was the first element in Jesus’ consciousness of 

self? If that were the whole of his consciousness of 
self, could you follow: him as your Ideal? What difference 
would it make if we knew that he thought of himself only 
as the Son of God? What other element was always present 
with this? 

Hand in hand with Jesus’ consciousness of God, which 
was the first fundamental principle we discussed, went his 
consciousness of himself as God’s Son. In like manner, 
with his consciousness of man goes his consciousness 
of himself as the Son of man. He identifies himself with 
both God and man. Although he was the Son of God, he 
was also the Son of man, and this fact was always in his 
consciousness. What evidence have you that he identified 
himself with man? 

At the beginning of his ministry. At the very start 
of his work, Jesus took care to identify himself clearly with 
men. Naturally this was unnecessary from the point of 
view of John the Baptist and the others who knew him, for 
they could plainly see him as a man. Jesus, however, was 
particularly anxious that this fact should not be lost sight 
of during his ministry. 


JESUS’ CONSCIOUSNESS OF SELF—SON OF MAN _ 57 


John was preaching by the banks of the Jordan River, 
urging the crowds that came out to hear him to repent of 
their sins, for, he said, ‘‘The kingdom of heaven is at 
hand.” Those who repented, John baptized in the Jordan. 


“Then cometh Jesus from Galilee to the Jordan unto 
John, to be baptized of him. But John would have 
hindered him, saying, I have need to be baptized of thee, 
and comest thou to me? But Jesus answering said unto 
him, Suffer it now: for thus it becometh us to fulfil all 
righteousness. Then he suffereth him.’’-—Matt. 3:13-15. 


Why did not John want to baptize Jesus? Why did 
Jesus insist? What did Jesus mean when he said, ‘For 
thus it becometh us to fulfil all righteousness’’? 

Immediately following Jesus’ baptism came his tempta- 
tion, which we have already discussed. It is interesting, in 
this connection, to recall his answer to the Devil’s first 
proposition. 

‘And the devil said unto him, If thou art the Son of God, 
command this stone that it become bread. And Jesus 
answered unto him, It is written, Man shall not live by 
bread alone.’’—Luke 4:38, 4. 


What is there significant about Jesus’ answer? The 
Devil said, “‘If thou art the Son of God,” to which Jesus 
replied, ‘Man shall not.” Why did he use the term 
na AYE A eR EE 

Throughout his ministry. Not only at the beginning 
but also throughout the entire period of his ministry, Jesus 
kept this identification of himself with man ever in his 
consciousness. We see this in the frequent occurrence of 
the expression “Son of man” which he used in speaking of 
himself: 

“The Son of man came eating and drinking, and they 
say, Behold, a gluttonous man and a winebibber, a friend 
of publicans and sinners.’’—Matt. 11:19a. 


58 WHAT SHALL I DO WITH MY LIFE? 


“For the Son of man is lord of the sabbath.’’—Matt. 
12:8. 

“For the Son of man indeed goeth, as it hath been 
determined: but woe unto that man through whom he is 
betrayed!”’—Luke 22:22. 

Cite other instances where he used this title of himself 
What did he mean by it? 

What did this consciousness of manhood mean 
to Jesus? We have discussed in Chapter I the attitude 
of Jesus toward men and the value he placed upon them. 
What value did he place upon himself as a man? He said 
that the second great commandment is, “Thou shalt love 
thy neighbor as thyself,” implying a high regard both for 
one’s neighbor and for oneself. Did Jesus have this high 
regard for his own manhood? What kind of evidence can 
we discover that will help us in answering this question? 
How does a man show his regard for himself? How did 
Jesus do this? 

As we study the life of Jesus, there can be little doubt 
that he placed upon himself no less value than he placed 
upon others. We must remember, however, in discussing 
this particular question, that Jesus was conscious of being 
much more than man. This fact makes it impossible to 
reach a satisfactory conclusion, because we cannot separate 
the elements in his consciousness into human and divine. 
He was a single individual. In spite of this difficulty, 
however, we may be able to find some indications of the 
value he placed upon his own manhood. 

Complete manhood. It is usually true that we take 
the best care of the things which we value most. Is it fair 
to judge the value a man places upon himself by the way 
in which he takes care of himself? Can you pick out the 
young men and young women who realize their worth by 
the care they give to their preparation for life? How much 
time did Jesus spend in preparing himself for his life work? 


JESUS’ CONSCIOUSNESS OF SELF—SON OF MAN 59 


What kind of preparation was it? How many subjects did 
it cover? Do we know what progress he made in his prepa- 
ration? 

“And Jesus advanced in wisdom and stature, and in 
favor with God and men.’”’—Luke 2:52. 


This verse describes Jesus’ growth from the time he was 
twelve years old until he began his work. What indication 
does it give you of Jesus’ evaluation of himself? 

Great ambitions. Can you judge a man’s self-evalua- 
tion by the kind of ambitions that he holds? What were 
Jesus’ ambitions? 

“And as Moses lifted up the serpent in the wilderness, 
even so must the Son of man be lifted up; that whosoever 
believeth may in him have eternal life.”,—John 3:14, 15. 

“And I, if I be lifted up from the earth, will draw all 
men unto myself.”—John 12:32. 


The ambition of Jesus was to draw the whole world to 
himself. Why? For selfish power? For the wealth the world 
would bring him? For the pleasure-of popularity? What 
makes you think that Jesus was not interested in these 
things? Why, then, did he want to bring the world to 
himself? Can you think of any ambition that is higher? 

High ideals. Probably the greatest test of the value a 
man places upon himself comes in the ideals he accepts 
and the strength of his loyalty to them. What were the 
ideals of Jesus? Where in the Gospels would you look for 
the fullest expression of these ideals? Can we say that a 
man’s life purpose is the same as his life ideals? 

“Even as the Son of man came not to be ministered 
unto, but to minister, and to give his life a ransom for 
many.”’—Matt. 20: 28. 

This is but one of several statements that Jesus made in 
revealing this one great purpose of his life—complete 
service to others. 


60 WHAT SHALL I DO WITH MY LIFE? 


In addition to setting high ideals, loyalty to them is an 
essential. What do you know about the loyalty of Jesus 
to his ideals? Give, as illustration, incidents where Jesus 
stood unswervingly for his ideals in the face of opposition. 
There is one short phrase in Luke’s Gospel that describes 
this loyalty of Jesus to his purposes better than many 
incidents: 

‘“‘And it came to pass, when the days were well-nigh 
come that he should be received up, he stedfastly set his 
face to go to Jerusalem.”—Luke 9:51. 

Jesus knew very well what awaited him in Jerusalem and 
yet “he stedfastly set his face.’”? Can you not see the lines 
of determination in that face, the stern set of his jaw as he 
turned his steps toward the city of his death? 

A greater test of loyalty to ideals, however, came when 
the crowd hailed him as “the prophet that cometh unto 
the world.” Jesus had just astonished the multitude of 
five thousand by feeding them with five loaves and two 
fishes. He became the popular hero and the people decided 
that he must be the Messiah for whom they were iooking, 
so they determined to make him king. 

“Jesus therefore perceiving that they were about to 
come and take him by force, to make him king, withdrew 
again into the mountain himself alone.”’—John 6:15. 

Was this a greater test of loyalty to ideals than the 
opposition of hatred? 

What did it mean to Jesus to be the “Son of man?”’ 

Jesus’ consciousness of himself as the Son of man. 
It is sometimes difficult for us to realize that Jesus was 
really a man—that he walked along dusty roads, that he 
felt tired out at the end of the day, that he needed food 
and sleep, just as we do. But Jesus was a real man and 
never for a moment did he fail to identify himself with men. 
There was no conflict in his mind between this and the 
consciousness of himself as the Son of God. 


JESUS’ CONSCIOUSNESS OF SELF—SON OF MAN 61 


“The Son of man hath authority on earth to forgive 
sins.”’—Matt. 9:6. 

“The Son of man shall send forth his angels.’’-—Matt. 
13:41. 

‘‘For whoscever shall be ashamed of me and of my 
words, of him shall the Son of man be ashamed, when he 


cometh in his own glory, and the glory of the Father, and 
of the holy angels.”—Luke 9:26. 


What must be our conclusion regarding Jesus’ conscious- 
ness of himself? Did he think of himself as both God and 
man? 


Norespook ASSIGNMENT 


Page heading: “Jesus, the Son of Man.”’ Purpose: To 
list the facts about Jesus that show him to have been 
truly aman. The first is the fact of his own consciousness, 
which has been discussed in this lesson. Add to this at 
least six other facts, giving the Bible reference for each. 


For SpEcIAL Discussion 


What difference would it make to me if Jesus were only 
aman? What kind of value do my ideals and ambitions 
show that I place upon myself? If I followed Jesus, what 
difference would it make in this respect? 


For INVESTIGATION 
The Jews expected a Messiah. What kind of man did 


they think he would be? How did Jesus’ idea differ from 
theirs? What does the word ‘‘Christ’’ mean? 


62 WHAT SHALL I DO WITH MY LIFE? 


CHAPTER X 


JESUS’ REALIZATION OF A MISSION 


HAT elements were there in Jesus’ consciousness of 

men? Was it possible for him to disregard the needs 
of men? What part did his consciousness of God have in 
making him feel so strongly the needs of men? Did he feel 
that his life was of any special value to man and to God? 
Was there some definite piece of work which belonged 
particularly to him? Did he regard it as important? Did 
he think of it as a duty? 

Resulting from the three elements in Jesus’ conscious- 
ness which we have been discussing, there came to him a 
strong realization of mission. Other men who did the 
will of God have had a similar conviction. John, the 
beloved disciple, described John the Baptist, who was the 
“forerunner” of Jesus by saying, “There came a man, 
sent from God, whose name was John,” John 1:6. This 
was also John’s own conception of his mission, for in telling 
of the way in which he knew that Jesus was the Son of 
God, he said: 


“And I knew him not: but he that sent me to baptize in 
water, he said unto me, Upon whomsoever thou shalt see 
the Spirit descending, and abiding upon him, the same is 
he that baptizeth in the Holy Spirit.”—John 1:33. 


What other men whose life stories are given in the Bible 
had this same sense of mission? Have others had it since 
those early days? 

Jesus realized that he had a special mission. Did 
Jesus feel that he had been ‘‘sent from God’? What 
instances can you cite in support of your answer? 


“He that receiveth you receiveth me, and he that 
receiveth me receiveth him that sent me.’’—Matt. 10:40. 


JESUS’ REALIZATION OF A MISSION 63 


“Jesus therefore cried in the temple, teaching and saying, 
Ye both know me, and know whence I am; and I am not 
come of myself, but he that sent me is true, whom ye know 
not. I know him; because I am from him, and he sent 
me.”—John 7:28, 29. 


These are but two of the occasions when Jesus clearly 
expressed his belief that he was sent into the world. This 
same conception is expressed in one of his parables: 


“And he began to speak unto them in parables. A man 
planted a vineyard, and set a hedge about it, and digged a 
pit for the winepress, and built a tower, and let it out to 
husbandmen, and went into another country. And at the 
season he sent to the husbandmen a servant, that he might 
receive from the husbandmen of the fruits of the vineyard. 
And they took him, and beat him, and sent him away 
empty. And again he sent unto them another servant; and 
him they wounded in the head, and handled shamefully. 
And he sent another; and him they killed: and many others; 
beating some, and killing some. He had yet one, a beloved 
son: he sent him last unto them, saying, They will rever- 
ence my son. But those husbandmen said among them- 
selves, This is the heir; come, let us kill him, and the 
inheritance shall be ours. And they took him, and killed 
him, and cast him forth out of the vineyard. What there- 
fore will the lord of the vineyard do? he will come and 
destroy the husbandmen, and will give the vineyard unto 
others. Have ye not read even this scripture: 


The stone which the builders rejected, 

The same was made the head of the corner; 
This was from the Lord, 

And it is marvellous in our eyes? 


And they sought to lay hold on him; and they feared the 
multitude; for they perceived that he spake the parable 
against them: and they left him, and went away.’”— 
Mark 12:1-12. 


64 WHAT SHALL I DO WITH MY LIFE? 


Why did Jesus use this parable? What is its main 
teaching? What does it indicate regarding Jesus’ realiza- 
tion of his special mission? 

This was a mission of great importance. Did Jesus 
believe that the task he had was of any importance? Did 
he think it made any great difference to God or to the world 
whether or not he carried out his mission? 


“T am the bread of life. Your fathers ate the manna in 
the wilderness, and they died. This is the bread which 
cometh down out of heaven, that a man may eat thereof, 
and not die. I am the living bread which came down out 
of heaven: if any man eat of this bread, he shall live for 
ever: yea and the bread which I will give is my flesh, for 
the life of the world.’”’—John 6:48-51. 


Jesus knew that the life of the world depended upon 
him, that his mission was literally a matter of life and 
death, not for himself, but for the whole world. He knew 
that his mission was also important for his Father. 


“For God so loved the world, that he gave his only be- 
gotten Son, that whosoever believeth on him should not ° 
perish, but have eternal life.” —John 3:16. 


These are the words of Jesus. Do they indicate in any 
way how he thought the Father felt about his mission? 

So important did Jesus regard his mission that he gave 
his life that it might be accomplished. He knew that this 
was necessary and after he had counted the cost, he was 
willing to pay the price. 

“T am the good shepherd: the good shepherd layeth 
down his life for the sheep.”’—John 10:11. 


“For the Son of man also came not to be ministered 
unto, but to minister, and to give his life a ransom for 
many.’—Mark 10:45. 


How important did Jesus believe his mission to be? 


JESUS’ REALIZATION OF A MISSION 65 


Would it have been a worth-while mission if he had not 
considered it worth the price of his life? 

This important mission carried definite obliga- 
tions. Did Jesus feel any sense of duty toward this 
mission? Was it a matter of following his own inclinations? 
Was it just something that he could do or not do as he 
desired, or was there real obligation connected with it? 


‘‘And when it was day, he came out and went into a 
desert place: and the multitudes sought after him, and 
came unto him, and would have stayed him, that he 
should not go from them. But he said unto them, I must 
preach the good tidings of the kingdom of God to the 
other cities also: for therefore was I sent.’’—Luke 4:42, 48. 


Here, evidently, along with Jesus’ realization of being 
definitely ‘“sent,’’ went his feeling of obligation: “I must 
preach.” 

This feeling of obligation was evident very early in 
Jesus’ life. When he was twelve years old, he went to 
Jerusalem to attend the feast of the passover. At the close 
of the feast, in the crowds that left the city, he became 
separated from his parents. When they found him, he 
was in the Temple “in the midst of the teachers, both 
hearing them, and asking them questions.” 


“And when they saw him, they were astonished; and his 
mother said unto him, Son, why hast thou thus dealt with 
us? behold, thy father and I sought thee sorrowing. And 
he said unto them, How is it that ye sought me? knew ye 
not that I must be in my Father’s house?”—Luke 2:48, 49. 


Why did Jesus feel that he ‘‘must”’ be in his Father’s 
house? Throughout his life this feeling of obligation was 
present as he fulfilled his missicn. 

“T must work the works of him that sent me, while 
it is day: the night cometh, when no man can work.’’— 


John 9:4. (A.V.) 


66 WHAT SHALL I DO WITH MY LIFE? 


Find other passages where Jesus shows by what he says 
that he feels an obligation resting upon him to carry out 
his mission. How strong was Jesus’ sense of duty? 

He was not compelled to accept this mission. 
When Jesus said, “I must,” did he mean that he could 
not do otherwise? Was he compelled to follow a course 
marked out for him by the Father? Was he free to make 
his own decisions? Could Jesus have said, ‘‘ Yes,” to the 
Devil when he was tempted? Did he have freedom of 
choice? 

As we feel the strength of the ““must”’ in Jesus’ life, we 
are apt to conclude that he had no choice left but to follow 
the directions of his Father. Some have maintained that 
it was absolutely impossible for Jesus to follow any other 
than the right purpose; that when the time came for him 
to accept the right life purpose, to fulfill his mission, to 
undertake the task for which he was sent, he simply could 
not do otherwise. If this were true, what difference would 
it make in our appreciation of Jesus? Would there be any 
“fight” left in his life? 

Jesus, however, was conscious of perfect freedom in every 
choice that he made. His whole life expressed this freedom. 
He said, “‘I do always the things that are pleasing to 
him.” John 8:29b. Does that mean that he did them 
freely or that he was compelled to do them? 

Of all the things that men have regarded as inevitable, 
death stands in the first place. All men are mortal and as 
such are subject to death. But even here Jesus felt perfect 
freedom. 

“Therefore doth the Father love me, because I lay down 
my life, that I may take it again. No one taketh it away 
from me, but I lay it down of myself. I have power to lay 
it down, and I have power to take it again. This com- 
mandment received I from my Father.’’-—John 10:17, 18. 


What did Jesus feel about death’s power over him? 





JESUS’ REALIZATION OF A MISSION 67 


What other instances can you cite as showing Jesus’ 
freedom? 

Jesus’ realization of his mission. Irom our discussion 
we conclude that Jesus had a very definite sense of a 
special task to perform. He knew that he had been sent 
on an important mission which it was his duty to fulfill. 
His life purpose pointed to that task, and although his 
sense of duty was very strong, he had the power to accept 
or reject this purpose and with it the mission. 


NotTresook ASSIGNMENT 


Page heading: ‘‘Sent Into the World.” Make a list of 
the men and women of Bible history who were sent of God 
with a special mission. To this add the names of those 
whom Jesus himself sent out into the world. 


For SprctaL Discussion 


Does God have a special job for each one of us? If I 
had to give my life for some cause, what would I choose? 
Does it make any difference to me whether or not Jesus 
had freedom of choice? Am I responsible for the choices 
I make? Am I sent into the world with a special mission? 


For INVESTIGATION 


What is the meaning of the word “mission” as used in 
this lesson? What is the original meaning of “apostle’’? 
Write a definition of the noun ‘‘missionary.”’ 


68 WHAT SHALL I DO WITH MY LIFE? 


CHAP THRY AI 
THe Lire Purpose Jesus ACCEPTED 


HAT was the relation of the mission of Jesus to his 
life purpose? What was the life purpose of Jesus? 
What life purposes did he reject? Why did he reject them? 
What did his cousciousness of God have to do with helping 
him to determine the right life purpose? What part did 
his consciousness of man play? his consciousness of self? 
When we set out to discover the life purpose of Jesus, 
we found, first of all, that he rejected certain purposes— 
material things, power, and popularity—as not in accord 
with God’s will for his life. We then tried to find upon what 
principles Jesus built his life and decided his purpose; 
what there was at the foundation of his life that caused 
him to reject the purposes proposed. We decided that his 
consciousness of the presence of God, his consciousness of 
the needs of men, and his consciousness of his own value 
were all important factors in his life and led him to a 
definite realization of a mission of special importance | 
which he was in duty bound to follow. This brings us to the 
question of the character of that mission. Refore this can be 
answered, we must face a question, already suggested, to 
which we have given no complete cr satisfactory answer. 

What was Jesus’ life purpose? Lid Jesus have a 
clear conception of his life purpose? Did he ever state that 
purpose for his disciples or for others? What did Jesus 
make the dominant purpose of his life? 

When we begin to study the statements that Jesus made 
about the purpose of his life, we find that no one of them 
can be taken alone, as expressing his whole conviction in 
that regard. They must be considered together. 


“For I am come down from heaven, not to do mine own 
will, but the will of him that sent me.... For this is the will 


THE LIFE PURPOSE JESUS ACCEPTED 69 


of my Father, that every one that beholdeth the Son, and 
believeth on him, should have eternal life; and I will raise 
him up at the last day.’”’—John 6:38, 40. 


How would you state this purpose of Jesus? What is the 
relation of his purpose to the purpose ‘‘of him that sent 
me’’? What was the purpose of the Father for the Son? 

This statement of Jesus’, based upon his consciousness 
of God and of himself as the Son of God, may be para- 
phrased: “My purpose is to forget my own will and to 
do the will of my Father.”’ Parallel with this is a state- 
ment based upon his consciousness of the needs of men and 
of himself as the Son of man. 


‘““Eiven as the Son of man came not to be ministered 
unto, but to minister, and to give his life a ransom for 
many.’’—Matt. 20:28. 


How would you state this purpose of Jesus? What is its 
relation to his consciousness of man? How does it corre- 
spond with the first statement which we discussed? 

Just as Jesus said in the first statement quoted, ‘“‘My 
purpose is to forget myself that I may do the will of my 
Father,” so now he says, “‘ My purpose is to forget myself 
that I may meet the need of my fellow men.” Is there any 
inconsistency between these two statements? In what way 
are they similar? 

But Jesus made other statements which may be con- 
sidered as statements of his life purpose. 


“For the Son of man came to seek and to save that 
which was lost.”—Luke 19:10. 


“JT came that they may have life, and may have it 
abundantly.”—John 10:10b. 

‘Jesus saith unto him, I am the way, and the truth, and 
the life: no one cometh unto the Father, but by me.’”’— 
John 14:6. 


“Thou sayest that 1am aking. To this end have I been 


70 WHAT. SHALL I DO WITH MY LIFE? 


born, and to this end am I come into the world, that I 
should bear witness unto the truth. Every one that is of 
the truth heareth my voice.’’—John 18:37b. 


What do these add to the two statements already 
given? Can you cite other statements that Jesus made 
regarding his life purpose? From the complete list, choose 
the one statement which seems to you to describe best the 
purpose of Jesus. What are your reasons for making your 
choice? Now look over the list again. Is there anything 
in the other statements that is not contained in the one 
you have chosen? 

It is a difficult task to summarize the life purpose of 
Jesus and condense it into a single word or phrase. Some 
have said that his life purpose was service. Does that 
completely express his purpose? Is there anything in his 
purpose that it does not include? Others have said that 
his purpose was to reveal God. Is that comprehensive 
enough to include all his thought? What is lacking? Again, 
he has been called ‘‘Man’s Great Ideal.” Is that a satis- 
factory description of his life purpose? 

How would you describe the life purpose of Jesus? 

How did Jesus work out this purpose in his life? 
What connection is there between life purpose and life 
work? What was the life work of Jesus? Was his life work 
that of a carpenter? Where would he be classified among 
the occupations of to-day? How did he describe his work? 

The film which is used in motion picture projectors is 
made up of a number of small pictures, each complete in 
itself and yet related to the others in such a way that, 
when they are rapidly passed before the light in succession, 
a vivid “action picture” is thrown upon the screen. In a 
somewhat similar manner, by taking the various pictures 
of Jesus painted in the Gospels and looking at them in their 
relation to one another, we get a vivid ‘‘action picture” of 
Jesus at work in the world. 


THE LIFE PURPOSE JESUS ACCEPTED Gh 


“But when he heard it, he said, They that are whole 
have no need of a physician, but they that are sick. But 
go ye and learn what this meaneth, I desire mercy, and not 


sacrifice: for I came not to call the righteous, but sinners.” 
—Maitt. 9:12, 18. 


What did Jesus here suggest as his work in the world? 
On what occasions did he work as a physician? Do you 
think that he had something more in mind than merely the 
healing of bodies? Why do you think so? 


“For neither doth the Father judge any man, but he 
hath given all judgment unto the Son; that all may honor 
the Son, even as they honor the Father... . I can of myself 
do nothing: as I hear, I judge: and my judgment is 
righteous; because I seek not mine own will, but the will 
of him that sent me.”—John 5:22, 23a, 30. 


How did Jesus picture himself here? How did he act as 
judge? What else did he say about himself in this capacity? 
(See also John 5:26, 27; 8:15, 16, 26; 12:47.) 

Having drawn these two pictures of himself as a physi- 
clan and as a judge, Jesus did not, however, limit himself 
to what we now call “the professions.”” He also portrayed 
himself as a farmer and a herdsman: 


“And he answered and said, He that soweth the good 
seed is the Son of man.’”’—Matt. 13:37. 


What is the parable which Jesus here interpreted? How 
could Jesus call himself ‘‘a sower’’?? What was there in 
his work that made him so think of himself? 


“T am the good shepherd: the good shepherd layeth 
down his life for the sheep. He that is a hireling, and not a 
shepherd, whose own the sheep are not, beholdeth the wolf 
coming, and leaveth the sheep, and fleeth, and the wolf 
snatcheth them, and scattereth them: he fleeth because he 
is a hireling, and careth not for the sheep. I am the good 
shepherd; and I know mine own, and mine own know me, 


72 WHAT SHALL I DO WITH MY LIFE? 


even as the Father knoweth me, and I know the Father; 
and I lay down my life for the sheep. And other sheep I 
have, which are not of this fold: them also I must bring, 
and they shall hear my voice; and they shall become one 
flock, one shepherd.’’—John 10:11-16. 


What is the meaning of this picture of Jesus at work? 
How is it different from the others which we have dis- 
cussed? 

In an earlier lesson we investigated and explained a 
paradox of Jesus’ teaching. Let us put side by side two 
pictures of him that are paradoxical: 


‘For which is greater, he that sitteth at meat, or he that 
serveth? is not he that sitteth at meat? but I am in the 
midst of you as he that serveth.’”’—Luke 22:27. 

“Ye call me, Teacher, and, Lord: and ye say well; for 
so I am.’’—John 13:18. 


What is the paradox in these two statements? Can a 
man be a servant and still be Lord? What are the pictures 
that Jesus here painted of himself? 

These pictures are but a few from the eighteen or twenty 
different portraits that Jesus drew of himself. What are 
some of the others? From this collection, how would you 
describe the life work of Jesus? What was his mission to 
the world? 

The mission of Jesus. In all the pictures that Jesus 
painted of himself at work and in all the statements he 
made about that work, he never lost sight of the purpose 
behind it. He came to meet the need of the world. How- 
ever that need might express itself in man, his purpose was 
to fill that vacancy in man’s life that man “‘may have life, 
and may have it more abundantly.” 


NoTreBooK ASSIGNMENT 


Page heading: ‘Jesus’ Purpose and Mission.” Write 
out your definition of Jesus’ life purpose. Make a list of 


THE ONE GREAT NEED OF MAN 73 


the “TI am” statements of Jesus, as ‘I am the bread of 
life,’ giving the chapter and verse reference of each, and 
indicating briefly how it is an outgrowth of Jesus’ purpose. 


For SpectaL Discussion 


If Jesus were in my place, how would his life purpose 
show itself in his home? in his school? in what he did 
during his leisure time? What difference is there between 
my answers to these questions and what I myself do? 


For INVESTIGATION 


What is the meaning of the name ‘‘ Jesus’’? Does it have 
any connection with life purpose? What connection is 
there between the name ‘‘Christ’’ and his life purpose? 


GHAPTEHR X11 
THe ONE GREAT NEED oF MAn 


OW did Jesus describe the work that he had to do in 

the world? What was the relationship of that work 
to his life purpose? What was the life purpose of Jesus? 
Upon what factors in Jesus’ consciousness was this life 
purpose based? What was the need of man that Jesus 
came to meet? 

In discussing the various descriptions which Jesus gave 
of his work, we saw that they all centered in the one great 
need of man, which expressed itself in a variety of ways. 
Jesus’ chief concern was this fundamental need and to 
this he gave his very self. What was and is the one great 
need of man? Was Jesus primarily interested in the living 
conditions of men? in the amount of wages they received? 
in the conditions under which they had to work? Can you 
pick out one of these as man’s greatest need? What do 
you think men of to-day need most? 


74 WHAT SHALL I DO WITH MY LIFE? 


What is the great need of man? In looking for an 
answer to this question, we can best begin by going back 
several thousands of years to the early events in the history 
of man. Perhaps as we study how man was made, what 
his place in the world was, and how he measured up to his 
responsibility, we shall find some clue that will lead us to 
the answer we seek. 


‘And God said, Let us make man in our image, after our 
likeness: and let them have dominion over the fish of the 
sea, and over the birds of the heavens, and over the cattle, 
and over all the earth, and over every creeping thing that 
creepeth upon the earth. And God created man in his 
own image, in the image of God created he him; male and 
female created he them. And God blessed them: and God 
said unto them, Be fruitful, and multiply, and replenish 
the earth, and subdue it; and have dominion over the fish 
of the sea, and over the birds of the heavens, and over 
every living thing that moveth upon the earth.”— 
Gen. 1:26-28. 


“And Jehovah God commanded the man, saying, Of 
every tree of the garden thou mayest freely eat: but of 
the tree of the knowledge of good and evil, thou shalt not 
eat of it: for in the day that thou eatest thereof thou shalt 
surely die.””—Gen. 2:16, 17. 


“And when the woman saw that the tree was good for 
food, and that it was a delight to the eyes, and that the 
tree was to be desired to make one wise, she took of the 
fruit thereof, and did eat; and she gave also unto her 
husband with her, and he did eat.’”—Gen. 3:6. 


“Therefore Jehovah God sent him forth from the garden 
of Eden, to till the ground from whence he was taken.”’— 
Gen. 3:23. 


How did God make man? What pattern did he follow? 
For what purpose did he create man? Is it right to say 
that man was to be God’s representative in ruling the 


THE ONE GREAT NEED OF MAN 75 


world? (See also Ps. 8:4-6.) What condition did God 
attach to this position? Why do you think he commanded 
Adam and Eve not to eat of “the tree of the knowledge of 
good and evil’? Did God punish them because they ate 
of the fruit or because they disobeyed his commandment? 
Did God punish them as he said he would? 

What is the answer that this story gives to the question 
of man’s greatest need? 

What is sin? Sin is one of the words that does not 
mean very much to many of us. We think of men and 
women who have committed some great crime as being 
“sinners,” and sin itself seems to be some awful thing far 
off from us. What is sin? Is it really an “awful thing’’? 
What do I have to do to commit sin? 

There are three different definitions of sin given in the 
Bible. One is found in The First Epistle of John: 


“Eivery one that doeth sin doeth also lawlessness; and 
sin is lawlessness.’’—I John 3:4. 


How would you state this definition in your own words? 
What is the law of God? 

It is not enough, however, to keep the law of God. Paul 
gave another definition that goes a little further than the 
one which John gave: 


‘But he that doubteth is condemned if he eat, because 
he eateth not of faith; and whatsoever is not of faith is 
sin.”’—Rom. 14:23. 


How would you word this definition? Does it contradict 
or supplement the first definition discussed? 

There is a third definition of sin which is closely related 
to John’s. He described sin as the act of doing something 
contrary to the law of God. James declared that sin is even 
more than that: 


“To him therefore that knoweth to do good, and doeth 
it not, to him it is sin.” —James 4:17. 


76 WHAT SHALL I DO WITH MY LIFE? 


What is the definition that James gave? How would 
you combine the three into a single, complete definition? 
What does the definition in ‘‘The Westminster Shorter 
Catechism” mean: ‘‘Sin is any want of conformity unto, 
or transgression of, the law of God’’? 

What are the results of sin? Is sin, then, a terrible 
thing or is it something that does not make very much 
difference in life? What effect does sin have upon the man 
or woman who sins? 

The sins of Jerusalem had been many and Ezekiel, at 
the direction of Jehovah, brought this message to the city: 


“Thus saith the Lord Jehovah: A city that sheddeth 
blood in the midst of her, that her time may come, and 
that maketh idols against herself to defile her! Thou art 
become guilty in thy blood that thou hast shed, and art 
defiled in thine idols which thou hast made; and thou hast 
caused thy days to draw near, and art come even unto thy 
years.’’—Eizek. 22:3, 4a. 


What effect did the sin have upon the people? What do 
“ouilty”? and “defiled”? mean? James, in his Epistle, 
called attention to the same result of sin: 


“For whosoever shall keep the whole law, and yet 
stumble in one point, he is become guilty of all.’”’-—James 
2:10. 


This is the first result of sin—a soul stained with guilt. 
What illustrations can you give from Biblical and secular 
history of men and women who have realized the guilt of 
sin? 

There is a second result of sin that is more to be dreaded 
than the first: 


“Each man is tempted, when he is drawn away by 
his own lust, and enticed. Then the lust, when it hath 
conceived, beareth sin: and the sin, when it is full-grown, 
bringeth forth death.’’-—James 1:14, 15. 


THE ONE GREAT NEED OF MAN 77 


How did James describe sin? Is it more than the mere 
stain of guilt? Is it an active force in life? 


*“‘T find then the law, that, to me who would do good, 
evil is present. For I delight in the law of God after the 
inward man: but I see a different law in my members, 
warring against the law of my mind, and bringing me into 
captivity under the law of sin which is in my members. 
Wretched man that I am! who shall deliver me out of the 
body of this death?”—Rom. 7:21-24. 


What is the second result of sin? 

The third result sin reveals all of its awfulness. What 
is the final consequence of sin? What did God tell Adam 
would be the penalty if he disobeyed? 


“But when the righteous turneth away from his right- 
eousness, and committeth iniquity, and doeth according to 
all the abominations that the wicked man doeth, shall he 
live? None of his righteous deeds that he hath done shall 
be remembered: in his trespass that he hath trespassed, 
and in his sin that he hath sinned, in them shall he die.’”’— 
Ezek. 18:24. 


“For the wages of sin is death.””—Rom. 6:23a. 


What is meant by ‘death’? Is “ruin” a synonym? 
How could you summarize the effect of sin upon the life of 
the sinner? 

How many men are sinners? We have just discussed 
the awfulness of sin that comes like a blight and spreads 
until it has completely destroyed the life into which it 
enters. How extensive is this blight? How widespread is 
this need? Does it attach a few or a great many men? 


“For there is no distinction; for all have sinned, and fall 
short of the glory of God.”—Rom. 3:22b, 28. 


Does Paul allow for any exceptions to his statement, 
‘fall have sinned’’? 


78 WHAT SHALL I DO WITH MY LIFE? 


There were men and women who did not realize that 
they committed sin. Can aman sin and not know that he 
sins? If a person breaks a law of nature ignorantly, is he 
punished for it? Suppose that he does not know about the 
law of gravity and in his ignorance steps off a high building, 
does his ignorance save him? Moses discussed the differ- 
ence between conscious and unconscious lawbreakers in 
Num. 15:27-31, but both are held guilty. David realized 
that he might sin without knowing that he did, so he 
prayed: 

“Who can discern his errors? 

Clear thou me from hidden faults.”’—Ps. 19:12. 


In the face of all these facts there were (and are) some 
people who maintained that they did not sin. Regarding 
such John made a very strong statement: 


“Tf we say that we have no sin, we deceive ourselves, 
and the truth is not inus. . . . If we say that we have not 
sinned, we make him a liar, and his word is not in us.’”’— 
I John 1:8, 10. 


But why should sin be universal? Cannot a man live 
without sinning if he really desires to do so? The standards 
are high: to live without sin a man must not break any 
one of God’s laws; must never do anything that he thinks 
may be wrong; must always do everything that is right. 
Why cannot a man keep all of those standards? 


“Therefore, as through one man sin entered into the 
world, and death through sin; and so death passed unto 
all men, for that all sinned.’”—Rom. 5:12. 


How did sin enter the world through one man? What 
effect has Adam’s sin upon my life? How many men are 
sinners? 

The one great need. We have been looking at the 
dead-black cloud of sin as it hangs loweringly over all 


—— — as 7 = 


THE ONE GREAT NEED OF MAN 79 


mankind. We have seen how the blight of sin works in 
life, beginning as a small thing and growing in power until 
it destroys completely the whole of life. We have discussed 
the character of sin as the transgression of God’s law, the 
doing of doubtful things, and the leaving undone of things 
that are right, in all of which “ignorance of the law excuses 
no man.” Finally, we discovered that man has inherited a 
tendency to sin which makes it impossible for him to keep 
the standards set. Such is the blackness of the cloud that 
has come between man and God. Man’s one great need is 
a way through that cloud in order that he may find God. 


Notresookx ASssiIGNMENT 


Page heading: ‘‘What Is Sin?” Cite in your own words 
an example from the Bible under each of the three kinds 
of sin discussed on page 75. Which kind is most difficult 
to avoid? 


For SpEcIAL DISCUSSION 


Do I ever break the law of God? What things do I do 
that I am not sure are right? Do I always do everything 
that I know I ought to do? Which is easier for me to do, 
right or wrong? What is the great need of my life? 


For INVESTIGATION 


Paul discussed the question of eating meat offered to 
idols. Rom., ch. 14. What was the question and what was 
his conclusion? 


80 WHAT SHALL I DO WITH MY LIFE? 


CHAPTER XIII 
JESUS THE ANSWER TO MAN’s NEED 


HAT are some of man’s principal needs? What is his 

one great need? How does this need show itself in 
man’s relation to God? In God’s relation to man? What 
is God’s will in regard to man’s need? What was Jesus’ life 
purpose? How was it related to God’s will for his life? 
How did Jesus work out his purpose in meeting man’s 
need? 

If you should ask the average man what he needs most 
in life, what would be his reply? Jesus looked through all 
the superficial needs of mankind and saw in his heart the 
great need for God. Men of all ages have felt this need, 
this longing for the true God, this desire to get away from 
the kind of life they have been living to a life more nearly 
complete. Athens, the home of ancient learning, followed 
philosophers and priests in the search for God. Here, in 
this most intellectual city in the world, Paul proclaimed . 
the gospel to an informal gathering of the leading intellec- 
tuals of Athens. 


“And Paul stood in the midst of the Areopagus, and 
said, 

Ye men of Athens, in all things I perceive that ye are 
very religious. For as I passed along, and observed the 
objects of your worship, I found also an altar with this 
inscription, To AN UNKNowNn Gop. What therefore ye 
worship in ignorance, this I set forth unto you.’’—<Acts 
17:22225. 


What does this introduction to Paul’s address indicate 
regarding the object of the Athenians’ search? 

The ‘‘gospel’’ is the g00d news of the way out. Not 
only men of ancient Greece but also men of the ancient and 
modern world have been earnestly looking for the way out 


JESUS THE ANSWER TO MAN’S NEED 81 


of their unhappy condition. What is that condition? 
What are the results of sin in a life? What is sin? Who are 
sinners? What is the “gospel’’? 


“For I am not ashamed of the gospel: for it is the power 
of God unto salvation to every one that believeth; to the 
Jew first, and also to the Greek.’’—Rom. 1:16. 


What did Paul mean by “‘salvation”’? This is a word 
used so frequently that we become accustomed to its sound 
and do not fully appreciate its sense. It has acquired, for 
us, a certain mysterious formality which is not at all 
personal. Salvation is simply the way out of a life under 
the cloud of sin into the life under the sunshine of righteous- 
ness—the way out of a sin to God. 

How have men and women tried to get away from sin? 
What “ways out” have they tried? What ways do the 
people of India follow? the people of China? the people of 
America? Is the way found by ceremonies, by rituals, by 
formal repetition of prayers? Does salvation come through 
a prescription or through a person? 

To Joseph the angel brought this message concerning 
Mary, his betrothed: 


‘“‘And she shall bring forth a son; and thou shalt call his 
name JEsus; for it is he that shall save his people from their 
Sis. — Matt. 1:21. 


Jesus himself emphasized the part that the “way out” 
is through personal relationship with himself. 


“Ye search the scriptures, because ye think that in them 
ye have eternal life; and these are they which bear witness 
of me; and ye will not come to me, that ye may have 
life.’—John 5:39, 40. 


‘Jesus saith unto him, I am the way, and the truth, and 
the life: no one cometh unto the Father, but by me.’’— 
John 14:6. 


82 WHAT, SHALL I DO WITH MY LIFE? 


The way out of sin is through a Person, Jesus of Naza- 
reth, the Son of God. 


“And in none other is there salvation: for neither is there 
any other name under heaven, that is given among men, 
. ? - 
wherein we must be saved.’’—Acts 4:12. 


How does Jesus provide the way out of sin? We 
have decided in a previous discussion that the life purpose 
of Jesus was to meet the great need of man, and that 
that need was for salvation from sin. What are the three 
results that sin brings about in a life? What kind of 
salvation will Jesus provide if we accept him as the Saviour 
of the world? 

Jesus removes the guilt of sin. From the very first, 
mankind looked for the fulfillment of God’s promise that 
there should come a man who would bruise the head of the 
serpent. Gen. 3:15. Centuries before Jesus came, Isaiah 
wrote of him: 


“Surely he hath borne our griefs, and carried our 
sorrows; yet we did esteem him stricken, smitten of God, 
and afflicted. But he was wounded for our transgressions, 
he was bruised for our iniquities; the chastisement of our 
peace was upon him; and with his stripes we are healed. 
All we like sheep have gone astray; we have turned every 
one to his own way; and Jehovah hath laid on him the 
iniquity of us all.’’—Isa. 53:4-6. 


On one occasion when John the Baptist saw Jesus, he 
pointed him out to his disciples and said, 


“Behold, the Lamb of God!’’—John 1:36b. 


What did John mean when he spoke of Jesus as “the 
Lamb’? What was there in the Old Testament sacrifices 
which prepared the people for an understanding of this? 
How was a man cleansed from sin in Old Testament 
times? How did God lay ‘‘on him the iniquity of us all’’? 


JESUS THE ANSWER TO MAN’S NEED 83 


Can we say that ‘Jesus was God’s sacrifice to remove the 
guilt of sin’’? 

What did Jesus do in indicates that he thought of 
his work in this way? 

“And as they were eating, Jesus took bread, and 
blessed, and brake it; and he gave to the disciples, and said, 
Take, eat; this is my body. And he took a cup, and gave 
thanks, and gave to them, saying, Drink ye all of it; for 
this is my blood of the covenant, which is poured out for 
many unto remission of sins.’”,-—Matt. 26:26-28. 

What was the significance of the passover? What is the 
significance of the Lord’s Supper? 

John, who sat beside Jesus on that last night, said later 
in one of his letters, 

‘But if we walk in the light, as he is in the light, we have 
fellowship one with another, and the blood of Jesus his 
Son cleanseth us from all sin.””—I John 1:7. 


Jesus breaks the power of sin. Is it enough merely 
to remove the stain of sin? What else is necessary? 

“The unclean spirit when he is gone out of the man, 
passeth through waterless places, seeking rest, and finding 
none, he saith, I will turn back unto my house whence I 
came out. And when he is come, he findeth it swept and 
garnished. Then goeth he, and taketh to him seven other 
spirits more evil than himself; and they enter in and dwell 
there: and the last state of that man becometh worse than 
the first.”’—Luke’ 11: 24-26. 


What does this suggest regarding the persistency of the 
Devil? Why is it not sufficient to remove the stain of sin? 

Sin is a power that must be overcome. Jesus came into 
the world to fight a hand-to-hand conflict with this power, 
and he conquered it. We have studied one of the great 
battles in that conflict—the temptation—and we know that 
Jesus never at any time during his life yielded to the 
power of sin. 


84 WHAT SHALL I DO WITH MY LIFE? 


‘“‘But one that hath been in all points tempted like as we 
are, yet without sin.’’—Heb. 4:15b. 


Jesus gained a complete mastery over sin. What does 
this mean for the man who sins? 


‘“T have been crucified with Christ; and it is no longer I 
that live, but Christ liveth in me.’’—Gal. 2:20a. 


“The sting of death is sin; and the power of sin is the 
law: but thanks be to God, who giveth us the victory 
through our Lord Jesus Christ.””—I Cor. 15:56, 57. 


How can a man get the victory over sin? Does this 
mean that he will never see sin again? 

“Whosoever is begotten of God doeth no sin, because 
his seed abideth in him: and he cannot sin, because he is 
begotten of God.’’—I John 3:9. 


How does this compare with what John wrote earlier in 
the same letter? I John 1:8-10. “Doeth no sin”? means 
“does not keep sinning,” and ‘‘he cannot sin”? means “‘he 
cannot keep sinning.” Of course a man may fail in his 
fight upon occasions, but these will be single and isolated 
instances. The life of Jesus in us means that we have a 
power greater than that of sin. 


“Thanks be to God, who giveth us the victory through 
our Lord Jesus Christ.’’—I Cor. 15:57. 


Jesus pays the penalty of sin. Is it enough to have 
sin’s stain removed and sin’s power broken? Will that alone 
take away the penalty for having done wrong? What is 
the penalty for sin? 


“The wages of sin is death.”—Rom. 6:23a. 


How does that compare with God’s statement to Adam 
in regard to the cost of disobedience? Must this penalty 
be paid? Does Jesus save in this respect also? 

“For the wages of sin is death; but the free gift of God 
is eternal life in Chirst Jesus our Lord.’’—Rom. 6:23. 


JESUS THE ANSWER TO MAN’S NEED 85 


‘There is therefore now no condemnation to them that 
are in Christ Jesus.’’—Rom. 8:1. 


Freedom from the penalty of death means life. Jesus 
himself said that he was the Saviour from sin’s penalty. 


“Verily, verily, I say unto you, He that heareth my 
word, and believeth him that sent me, hath eternal life, 
and cometh not into judgment, but hath passed out of 
death into life.’””’—John 5:24. 


Where else did Jesus speak of himself as bringing life to 
men? How do you know that Jesus conquered, even though 
he bore the penalty of death for us? How, then, does 
Jesus meet the great need of men? 

Jesus the answer to man’s need. Sin has often been 
likened to a dreadful disease that fastens itself upon man, 
and grows in power until it brings destruction and death. 
Jesus in his life, death, and resurrection, has been com- 
pared to the antitoxin which, if introduced into the blood, 
destroys the germ and conquers the disease. Jesus removes 
the guilt or stain of sin; he breaks the power of sin; he pays 
the penalty of sin. Thus he perfectly worked out his life 
purpose of meeting man’s great need. Thus he stands 
to-day as the Saviour of the world. 

“And in none other is there salvation: for neither is 


there any other name under heaven, that is given among 
men, wherein we must be saved. ” Acts 4:12. 


NoTreBook ASSIGNMENT 


Page heading: “Jesus the Way.” List the various ways 
that different peoples follow in their search for salvation. 
Then list the reasons for believing that Jesus is the only 
Way. What is the strongest reason you can advance? 


For SpPrEcIAL DIScuUSSION 


What do we need most in our school? in our community? 
In what way can that need be met? 


86 WHAT SHALL I DO WITH MY LIFE? 


Do I have to fight any temptation? Is there any sin in 
my life which has become a habit? Have I found the Way 
out? 

What would it mean to my school if every one of us had 
found the Way? 


For INVESTIGATION 


What is the meaning of the word ‘“‘gospel’’? Define 
“death” and ‘“‘life’’ as used in the Bible passages quoted 
in this lesson. 


CHAPTER XIV 


Wuat SHALL Be My Lire Purpose? 


HAT life purposes did Jesus reject? Why did he 

reject them? What did he accept as his life purpose? 
Why? How did he work out this purpose in his mission? 
What shall be my life purpose? How shall it be related to 
the purpose and work of Jesus? 

Why should I decide upon a life purpose? Is there 
any value in setting some objective for our lives? Do you 
know of men and women who live without a purpose? 
Is it possible to gain any kind of success without a definite 
purpose? 

We are not discussing here the kind of purpose that is 
right, but simply the value of a purpose of some kind. 
Some one has said, ““The whole world stands aside to let 
that man pass who knows where he is going.”’ There are 
many men and women in the world who are just drifters, 
driven this way and that by the winds and tides of cir- 
cumstance. Karely indeed do they make the harbor of 
success, and never until they have set for themselves some 
purpose. 

We have discussed in an earlier lesson (Chapter IV) the 
various kinds of purposes that men have followed. What 


WHAT SHALL BE MY LIFE PURPOSE? 87 


were some of those cited? Jesus divided these into two 
classes—those that are wrong and those that are right. 
The first he called ‘‘serving mammon” and the second 
“serving God.’’ What did he mean by these two expressions? 

The question of allegiance. In the last analysis a life 
purpose expresses itself as an allegiance. How was this 
true in Jesus’ case? What did he say that supports this 
statement? It has been said that ‘“‘a man’s life is measured 
by the cause to which he gives it.”’ If that cause be narrow 
and selfish, then the life must also become narrow and self- 
centered; but if the cause be unselfish and high, the life 
grows until it becomes a reproduction of that cause. What 
determines a man’s selection of the cause to which he shall 
give his life? What is the greatest cause in the world? 

To give oneself to a cause is not very inspiring. We are 
all hero worshipers and we follow a person much more 
eagerly than we do a principle. We decided in discussing 
the question, ““How shall I determine the right life pur- 
pose?”’ that we would study the life of Jesus because we 
believe that he expressed concretely all that is best in life. 
For several lessons we have been discussing his life and 
teaching. Upon the basis of the facts we discovered we are 
ready to make our decision. 


‘“‘And Jesus went forth, and his disciples, into the villages 
of Caesarea Philippi: and on the way he asked his disciples, 
saying unto them, Who do men say that Iam? And they 
told him, saying, John the Baptist; and others, Elijah; 
but others, One of the prophets. And he asked them, But 
who say ye that I am? Peter answereth and saith unto 
him, Thou art the Christ.”—Mark 8:27-29. 


What did Peter mean when he said, ‘““Thou art the 
Christ”? Did he here make the choice of his life allegiance? 
Where did he repeat the statement of his allegiance? 

After all that we have learned about Jesus, what is your 
answer to his question, ‘‘Who say ye that I am?” 


88 WHAT SHALL I DO WITH MY LIFE? 


The question of our own need. Jesus does not 
recelve our allegiance only because of his life and the 
cause he represents. Although he is the truest man and 
his cause the greatest, there is a deeper reason for our 
following him. 

There came a time in Jesus’ life when he lost many of 
his followers because he did not satisfy their own precon- 
ceived ideas of the Messiah. They refused to believe that 
he was the Son of God. 


“Upon this many of his disciples went back, and walked 
no more with him. Jesus said therefore unto the twelve, 
Would ye also go away? Simon Peter answered him, Lord, 
to whom shall we go? thou hast the words of eternal life. 
And we have believed and know that thou art the Holy 
One of God.”’—John 6:66-69. 


There is more than hero worship in Peter’s reply. What 
is the real reason for his staying with Jesus? 

What is my great need? Do I sin? How? What are 
the results of that sin in my life? Is there any way of 
escape? What is it? Why should I accept Jesus and give 
him my allegiance? 

How can I accept Jesus? We can never live the kind 
of life we should live until we get away from the habit of 
doing wrong. We cannot choose the right life purpose so 
long as we are under the rule of sin. How then shall we 
avail ourselves of the salvation offered by Jesus? 


“For God so loved the world, that he gave his only be- 
gotten Son, that whosoever believeth on him should not 
perish, but have eternal life.””—John 3:16. 


What is the requirement laid down in this verse? What 
does believing on him mean? 


‘Delivering thee from the people, and from the Gentiles, 
unto whom I send thee, to open their eyes, that they may 
turn from darkness to light and from the power of Satan 


WHAT SHALL BE MY LIFE PURPOSE? 89 


unto God, that they may receive remission of sins and an 
inheritance among them that are sanctified by faith in 
me.”’—Acts 26:17, 18. 


These verses are part of the commission that Jesus gave 
to Paul when he appeared to him on the road to Damascus. 
What was the mission of Paul? How did it compare with 
that of Jesus? What does “sanctified”? mean? What is 
“faith’’? 

Evidently, then, the way out of sin is through faith or 
belief in Jesus. As some one has said, “Faith is simply 
taking Jesus at his word.” It is “receiving and resting 
upon him alone for salvation.’”’ This means that we have 
a knowledge of the teaching about Jesus—the ‘‘gospel”’ of 
the early apostles—and that we are persuaded that this 
teaching is true. But this alone is not sufficient. We must 
act upon that knowledge. Faith in Jesus Christ means 
that we take him into our lives, as the One who can save 
us from sin, and give him our whole allegiance. The 
following acrostic definition expresses my attitude in faith: 


Forsaking For 
All All 

I I 
Take Trust 
Him Him 


The meaning of allegiance. What difference does 
Jesus expect allegiance to him to make in life? Review 
again his discussion of this in Matt. 6:19-33. 


‘““Not every one that saith unto me, Lord, Lord, shall 
enter into the kingdom of heaven; but he that doeth the 
will of my Father who is in heaven.’’—Matt. 7:21. 


Jesus expects that those who follow him will do the will, 
of the Father just as he did. He makes it possible for us 
to have the intimate consciousness of God as Father. 


90 WHAT SHALL I DO WITH MY LIFE? 


“Jesus saith unto him, I am the way, and the truth, and 
the life: no one cometh unto the Father, but by me.’”’— 
John 14:6. 


‘“‘After this manner therefore pray ye: Our Father who 
art in heaven, Hallowed by thy name.’”’—Matt. 6:9. 


‘‘And whensoever ye stand praying, forgive, if ye have 
aught against any one; that your Father also who is in 
heaven may forgive you your trespasses.’’-—Mark 11:25. 


What did Jesus teach regarding the relation of his 
followers to God? What did his followers believe? 


‘But as many as received him, to them gave he the right 
to become children of God, even to them that believe on 
his name.’’—John 1:12. 


“Yor ye are all sons of God, through faith, in Christ 
Jesus.’’—Gal. 3:26. 


In the second place, Jesus expects allegiance to him to 
mean a consciousness of the need of man. 


“So when they had broken their fast, Jesus saith to 
Simon Peter, Simon, son of John, lovest thou me more 
than these? He saith unto him, Yea, Lord; thou knowest 
that I love thee. He saith unto him, Feed my lambs. He 
saith to him again a second time, Simon, son of John, lovest 
thou me? He saith unto him, Yea, Lord; thou knowest 
that I love thee. He saith unto him, Tend my sheep. He 
saith unto him the third time, Simon, son of John, lovest 
thou me? Peter was grieved because he said unto him the 
third time, Lovest thou me? And he said unto him, Lord, 
thou knowest all things; thou knowest that I love thee. 
Jesus saith unto him, Feed my sheep.’’—John 21:15-17. 


Why did Jesus question Peter three times? What was 
the significance of the question and the command? Is this 
a fair paraphrase of Jesus’ words: ‘‘If you love me you 
will show that love by helping me to meet the need of 
men’’? 


WHAT SHALL BE MY LIFE PURPOSE? 91 


“And he said unto them, Go ye into all the world, and 
preach the gospel to the whole creation. He that believeth 
and is baptized shall be saved; but he that disbelieveth 
shall be condemned.”—Mark 16:15, 16. 


Again, this allegiance means a new consciousness of self. 
We have discussed the value of self in one of the early 
chapters. Now we find that value increased because 
allegiance to Jesus gives us a special mission, a task that 
has been committed to each one who follows him. 


“As thou didst send me into the world, even so sent I 
them into the world. ... Neither for these only do I 
pray, but for them also that believe on me through their 
word; that they may all be one; even as thou, Father, art 
in me, and I in thee, that they also may be in us: that the 
world may believe that thou didst send me.’’—John 
Pls 20 <2 1, 


Do these words apply to us or only to the early ay ostles? 
Does the purpose of Jesus’ prayer have any bearing upon 
our life purpose? 

What shall be my life purpose? Each one of us must 
answer this question, once and for all. Many college men 
and women have taken the following as their purpose: ‘I 
will live my life under God for others rather than myself, 
for the advancement of the Kingdom of God rather than 
for my personal success.” 


Notrespookx ASSIGNMENT 


Page heading: ‘‘ My Life Purpose.”’ Think this question 
through carefully and prayerfully. Then in your own words 
write out your life purpose. 


For SpEctAL DiIscussSION 


What changes in my everyday life must be made if I 
follow the life purpose I have just taken? How can I be 
true to that purpose? 


a 
¥-e 
7 
! 
V 






Y ; “> — 
Jil he Mee aA, “1? ~ bay Pa cen  Swialliatege cs Ne x Ate 
iF Bhs ee uptier Las ier hed hes Mein 


i? a ‘ od 
WL EAE EP TIE CGY es Ae meh, ee te WeGdye Aa 











i nf 

| . AY bes 7 
ee ae F. 

Hides Fa ‘a fy ae. tess an eth 

rs) ; aa “Ae 


be, 


‘ bad) ae £57 Ps a2 
ti eat pe te tT 3 7 ok DORE em ad ne a ie. sig vant 


* i Oi aaa ‘ eee: a | 


‘ * e a “f 3 + ’ 
oe ! i j a ie Lad - "aes y wear , 





’ wa | 
20 ee eet | 
7. 
, ' 4 ¢ o.5h 
. 
4 H 5 
ae Pp 4 j ¥ 
oe hs 
; SH ‘s ia, 
i 
‘ 
4 Fh 
. 
A 
. Lj 
tebe Ne 
= ~s 
bf 
P Me | 
7 
¢ “ bl : 
Pen ; 
a7 ast See at 
‘y ts 
fet | 


ae 
a» ae Oe ee 


PART II 
What Shall Be My Life Work? 


“ 





CHAPTER I 
CHOOSING A Lire Work 


HAT was the life purpose of Jesus? How was this 
related to his life work? What is the relationship 
between life purpose and life work? Is it important to find 
the right life work? To whom is it of importance? What is 
the process followed in discovering the right life work? 
Life purpose and life work. In a preceding chapter 
(Part I, Chapter XI) we discussed the life purpose of Jesus 
as it affected his life work. We decided that his life work 
was just the expression of his life purpose. Fundamental 
to everything that he did was the great dominating purpose 
of his life. Why is it important for me to decide my life 
purpose? What must I do after that choice is made? 

There are some who seem to think that the choice of a 
high purpose is sufficient in itself to insure the right use of 
life. Nothing could be more erroneous. A purpose for life 
that never finds its expression in life is practically valueless. 
The choice of a purpose is but the first step. We must 
then discover in what way we can best work out this 
purpose. How, then, shall I go about the discovery of my 
right life work? Are there some occupations that are 
‘“‘best’’? in themselves? Can I be in one of the “higher 
occupations” and yet be far from the best? What is the 
best occupation for me? 

The best occupation. At various times in the history 
of society, and always in some sections of it, there has 
been a feeling that certain occupations are in themselves 
“best.”’ For example, the professions, as a class, have often 
been thought of as the best occupations. Why has this 
been so? Can a man be a physician and not be in the 


95 


96 WHAT SHALL I DO WITH MY LIFE? 


best occupation? Can a man be a mechanic and yet be in 
the best occupation? 

The trouble comes largely from a mistaken idea of 
respectability. Even in this democratic country of ours, 
there is a feeling that certain “ white-collar’’ jobs are more 
respectable than others that require jumpers and overalls. 
Is it any more respectable to sell goods over a counter 
than it is to repair automobiles? Which requires the 
greater technical training? Can you choose the best occu- 
pation by entering that which is considered the most 
respectable? 

What is the best occupation? 

Finding the best occupation. The question of the best 
occupation, then, is not to be settled by looking within 
the occupation itself. The best occupation for me is that 
in which I can best carry out my life purpose. In other 
words the occupation that gives me the best opportunity 
to meet the need of men is for me the best occupation. 
How am I going to discover what occupation that is? Can 
I expect God to ‘‘call’? me? How does God call men? 

There is a word, frequently used in connection with the 
choice of a life work, that has been used infrequently in 
this book because of its present-day meaning. What is 
the true significance of the word ‘‘vocation”’? How is it 
used in our modern speech regarding occupations? Is it 
correct to say that, “we choose a vocation”? What other 
noun is the exact equivalent of “ vocation’’? 

Vocation is a picture word. In three short syllables it 
throws upon the screen of our imagination the picture of 
the boy and girl—yourself and myself—standing on the 
threshold of life and listening eagerly to the voices that 
would call them into their place in the world. Recall the 
picture of Jesus listening to the two voices (Part I, 
Chapter V). Which one did he answer? In our choice of 
a life purpose, we, too, have turned from the voice of self 


CHOOSING A LIFE WORK 97 


and are listening for the voice of God. How can we hear it? 
How can we follow it into the right life work? 

The first step. In our choice of the right life purpose, 
we have turned our faces in the right direction and have 
set for ourselves the right objective. We are now ready 
for the first step. What did Jesus do as the first step in his 
important choices? 


‘‘And it came to pass in these days, that he went out 
into the mountain to pray; and he continued all night in 
prayer to God. And when it was day, he called his 
disciples; and he chose from them twelve, whom also he 
named apostles.’’—Luke 6:12, 13. 


How much time did he spend in prayer? Why? Is it 
true that “‘the more important the choice, the more time 
he spent in prayer’’? 

What, then, should be our first step in the choice of the 
right life work? How much time should we spend in 
prayer? How often should we pray about this choice? 

In his closing words to the people of Thessalonica, Paul 
urged them to “‘pray without ceasing.” I Thess. 5:17. 
What did he mean by this? 

As we seek to find the right occupation for ourselves, we 
too should ‘‘ pray without ceasing.’” We should always be 
in such an attitude that we can hear God’s voice when he 
calls. 7 

The second step. But we cannot expect to discover the 
right life work if we sit down idly and wait for God to 
answer our prayers. We must put ourselves in the way of 
his answer. His voice comes to us through some great 
need, some great occupation, as we try to discover the 
answer to our prayers. He may open the door into our 
right life work but it may be behind us, and if we sit still 
we shall never see it. ‘‘Help me to find the life work that 
thou hast for me,” is the prayer that looks for an answer. 


98 WHAT SHALL I DO WITH MY LIFE? 


The second step, then, in the choice of the right life 
work requires some activity on our part. What can we do 
toward finding the best occupation for ourselves? What 
ought we to know before we can choose intelligently? 

This means, of course, that the choice of the right life 
work involves real study. We must know something of the 
various occupations, their characteristics, and the qualities 
they require in those who follow them. Then we must 
know something of our own abilities in order that we may 
discover just where we fit into the scheme of things. 
Finally, we must discover where the need is the greatest if 
we would carry out the purpose of our lives. As J. Lovell 
Murray says: ‘‘The decision is twofold. We must find 
both the right vocation and the right location.” 

Here the question under discussion has provided the 
procedure to be followed in the right choice of a life work. 
We have decided that two things are necessary: Prayer, 
and a study of ourselves, of the various occupations, and 
of the need in the world. We will discuss these more fully 
in the next chapter. But is there anything else that we 
must do in the choice of the right life work? 

The last step. It is possible for a man to follow all the 
steps we have indicated and yet not find his right life 
work. What is the final step that is necessary? 

A boy spent a great deal of time during his high-school 
and college days in trying to find an occupation that 
would give him the opportunity he wanted. After college 
he tried several in a half-hearted way, but none satisfied 
him. To-day he is washing dishes in a cheap restaurant. 
He could not make a decision! 

It is not wise to hurry in the matter of choosing a life 
work, but it is necessary to act when all the necessary 
information is at hand. Very often we cannot be perfectly 
certain of our choice, but if we have made it prayerfully, 
trying to discover God’s will for our lives, we may be 


PRINCIPLES UNDERLYING RIGHT CHOICE 99 


assured of the outcome. It may be necessary for us to 
summon all power of thought, emotion, and will in the 
act of decision, but the decision must be made—made with 
all of life, for all of life. For us, life is a glorious venture 
of faith as we follow Him to whom we have pledged our 
allegiance in the purpose of our lives. 


NoTrespook ASSIGNMENT 


Make a list of the occupations in which you are especially 
interested, giving, after each, the reason for your interest. 


For SpPEcIAL DISCUSSION 


What occupations are considered the most respectable 
among the people we know? Why? 

Does the occupation of the parents make any difference 
to their children in social life in high school? What can we 
do to make our school more democratic? 


CHAPTER -II 
PRINCIPLES UNDERLYING THE RiGcHT CHOICE 


HAT were the three steps in the choice of a life work 

suggested in the last chapter? Explain in your own 
words the significance of each step. In our study of 
occupations, what principles should guide us? What were 
the principles underlying Jesus’ choice of a life purpose? 
(Part I, Chapters VI to X.) Is there any connection be- 
tween these and the principles underlying the choice of 
the right life work? 

“The will of God and a man’s life work.’’ Some 
years ago, Dr. H. B. Wright, of Yale, wrote a book under 
this title, urging that men seek to follow God’s will rather 
than their own selfish desire in the important matter of 
choosing a life work. Unfortunately, the book is now out 
of print but the title can never lose its significance. What 


~ 


100 WHAT SHALL I DO WITH MY LIFE? 


place should God’s will have in my choice of a life work? 
Does he have any particular interest in what we do with 
our lives? Will he reveal his will to us? 

Let us again think of Jesus’ own life. What place did he 
give to the will of the Father? Turn back to the chapter 
where we discussed together the first great principle of his 
life, his consciousness of God. (Part I, Chapter VI.) From 
what was said at that time, how would you answer the 
question? Nowhere is Jesus’ attitude more vividly por- 
trayed than during that supreme moment of his life when 
he stood face to face with the cross. 


‘“‘And he was parted from them about a stone’s cast; and 
he kneeled down and prayed, saying, Father, if thou be 
willing, remove this cup from me: nevertheless not my 
will, but thine, be done.”’—Luke 22:41, 42. 


What relationship did Jesus establish between his will 
and that of the Father? What, then should be the place 
I give to God’s will in my consideration of a life work? 
Probably no man since Jesus himself has had so great an 
influence on the world’s history as the brave and brilliant 
Apostle Paul. What place did he give to the will of God? 
What did he mean when he spoke of himself as an apostle 
“through the will of God’? II Cor. 1:1. Do you know 
men and women to-day who are giving the same place to 
God’s will? What place shall I give him? 

A plan for the individual life. The discussion which 
we have followed so far raises two important questions. 
In the first place, does God have a plan for each life? If a 
person places his will parallel with God’s will, how can he 
be assured that his life will be a success? After all, does 
God really have something definite for each of us to do? 
We have discussed this question somewhat in Part I, 
Chapter X, in which we investigated Jesus’ realization of 
a special mission. Name some of the outstanding men 


PRINCIPLES UNDERLYING RIGHT CHOICE 101 


whom you believe God sent into the world for a spiritual 
purpose.!. Why do you think they had a particular piece 
of work to do? What reason have you to suppose that 
God does not have a plan for your life? 

The second important question arises naturally from the 
first. If God does have a plan for each life, how is the 
individual to find out about it? How do you expect God 
to reveal his plan? How has he revealed it to other men 
and women? We talked over this question a little in the 
preceding chapter and as we discuss the other principles of 
right choice, we shall find a more nearly complete answer. 
Now we need to remember that God reveals his will here in 
the same way that he does in other matters. Although the 
choice of a life work is of fundamental importance, we 
cannot expect any supernatural revelation or “call’’ to 
service—not because such a call is impossible, but rather 
because the vast majority of men and women who find the 
right life work do so through ordinary processes under 
the direction of the Holy Spirit. The first answer, then, 
to the question as to how each person can find God’s plan 
for any life is a negative answer. We must not rely upon 
an extraordinary supernatural revelation. Where then 
shall we look for God’s will regarding our lives? 

The need of mankind and a man’s life work. This 
brings us quite naturally to the second great principle of 
guidance in the choice of the right life work. What does 
God want most to accomplish in the world? Why did he 
send his Son into the world? Jesus made the purpose of 
the Father his own purpose. What was the great life 
purpose of Jesus? (Part 1, Chapter XI.) } 

Can we say, then, that God’s great desire for the world 
is the return of mankind to himself? that man shall place 
him at the center, on the throne, of his life? that man’s 


‘Reference has been made to Bushnell’s “Every Man’s Life a Plan of God” 
(pages 41, 42). His material will be found helpful in answering these questions. 


102 WHAT SHALL I DO WITH MY LIFE? 


great need for him, which is fundamental to all other 
needs, shall be met? 

It is therefore logical to assume that God wants all of 
his children to work with him in the task of winning the 
world to himself. His plan for each life will therefore put 
each individual where he can best meet the need of man. 
Does this mean that everyone must become a minister or 
a missionary? What are the “service” callings? Can we 
be sure of following God’s will merely by entering these 
callings? 

These questions all group themselves around two prob- 
lems. In the first place, where can we find the greatest 
need? In answering this question, we have to push out our 
horizon until it includes the whole world. We no longer 
think in terms of our own community, but rather in terms 
of the nation and the world. Cleland B. McAfee quotes a 
friend as saying: ‘“My grandfather lived in a community. 
My father lived in a community and a state. I have lived 
in a community, a state, and a nation; but my son will 
live in a community, a state, a nation, and a world.”” How 
does Jesus indicate this world point of view? 


“And he said unto them, Go ye into all the world, and 
preach the gospel to the whole creation.’”’—Mark 16:15. 


Can we be sure that we are following God’s will for our 
lives unless we consider our lives in relation to the need of 
the whole world? 

The second problem is closely related to the first: What 
calling offers the greatest service possibilities? This is a 
question which is quite similar to that concerning the best 
occupations in the preceding chapter. How would you 
answer it? There are two factors that make it impossible 
for any one calling to be named as the best. In the first 
place, the need of the community will affect the situation, 
one section being greatly in need of doctors, another of 


PRINCIPLES UNDERLYING RIGHT CHOICE 103 


teachers, and a third of scientific farmers. Again, our own 
personal qualifications demand consideration. The need 
for doctors is very urgent in certain parts of China, so I 
determine that it is God’s will for me to go to China as a 
doctor. What is there dangerous about such a decision? 
How should my own personal qualifications affect my 
answer? 

Two guiding principles. We have been discussing 
two guiding principles in the selection of the right life work. 
The first of these corresponds to the first great fundamental 
in the life of Jesus, his consciousness of God (Part I, Chap- 
ter VI). How would you state this briefly? 

The second principle parallels the second fundamental 
in the life of Jesus, his consciousness of the need of man 
(Part I, Chapter VII). State this so that it will correspond 
in form to your statement of the first principle. 


NoTrEeBook ASSIGNMENT 


Go over the list of occupations which you have already 
made and as far as possible indicate which offer the greatest 
service opportunities and where these opportunities are 
greatest. 


For SpEcIAL Discussion 


What difference would it make in my life at home and 
at school if I put God’s will above my own? What differ- 
ence would it make if I gave my life to meeting the needs 
of my fellows? Where can I best begin with such a 
program? 


104 WHAT SHALL I DO WITH MY LIFE? 


CHAPTER III 
PRINCIPLES UNDERLYING THE RiguT Cuoice (Continued) 


HAT was the first principle discussed as fundamental 

to the right choice of life work? What assurance 
have I that God has a plan for my life? What is the 
second principle? How is it related to the first? What 
geographical boundaries should I put upon my considera- 
tion of the place where I shall work? Is the decision 
regarding an occupation dependent solely upon the place 
of need? Must I consider my preference in any way? If so, 
what consideration do I owe myself in deciding upon a life 
work? 

A man’s self and his life work. Let us again think 
of the three fundamentals underlying the life of Jesus. 
The first was his consciousness of the Father’s intimate 
presence, and the second, his consciousness of man’s great 
need. In the last two lessons, we have been talking about 
the relationship of these fundamentals to the principles 
underlying the right choice of a life work. The third 
fundamental, Jesus’ consciousness of self, has a corre- 
sponding principle of choice. In deciding upon a life work, 
we must consider ourselves. Why is this true? What 
weight will this consideration have in the final decision? 
What method shall we follow in the consideration of self? 

Our responsibility. In choosing our life work, we 
must, first of all, put ourselves in a place of responsibility 
regarding that choice. A young man finished his college 
course with the object of a business career before him. 
His father, however, wanted him to study law. Because of 
his respect for his father and his feeling of obligation to 
him, the young man decided to become a lawyer. Did he 
do right in making this the basis of his decision? 

“The choice, let us repeat, is acutely individual. No 


PRINCIPLES UNDERLYING RIGHT CHOICE 105 


one, whether phrenologist, professor, vocational-guidance 
expert, fiancée, or parent, can in conscience be permitted 
to settle the choice for you. Your life is yours and the 
responsibility for determining its career is narrowed down 
to you. One day you will be asked how you used your life 
and not how your parents or anyone else disposed of it. 
It is a solemn accountability, but it cannot be alienated.’ 

In choosing my life work, I must remember that I alone 
am responsible for that choice. 

Our value. In choosing an occupation we cannot forget 
ourselves, for we are responsible for that choice. More- 
over, we must consider the value of ourselves in making the 
choice. In the first chapter of this book we began the 
consideration of the question, “What Shall I Do with My 
Life?” by discussing the value of life. What decision did 
we reach regarding our own value? What was the basis 
for this decision? In the light of that decision why is it 
important for us to consider ourselves in the choice of an 
occupation? 

In your set of tools you have a chisel. One day you need 
a screw driver very much, but for some reason cannot find 
one so you use the chisel instead. What happens? Not 
only do you find that the chisel makes a poor screw driver, 
but you also discover that you have nicked it so that it is 
no longer worth much as a chisel. If you reverse the pro- 
cedure and try to sharpen the screw driver into a chisel, 
you meet with no better success. How can you apply 
this illustration in answering the question under discussion? 

Our qualifications. Not only do we consider the value 
of ourselves in making our choice but, as the illustration 
just used suggests, we need also to study our own qualifica- 
tions. Why must we do this? Can we realize the full value 
of our lives without using them to their full capacity? 

In thinking of ourselves in relation to our life work, we 


1J, Lovell Murray, ‘‘The Choice of a Life Work,” page 10. (Association Press.) 


106 WHAT SHALL I DO WITH MY LIFE? 


must avoid two mistakes. In the first place, we may very 
easily undertake an occupation for which we have little 
qualification. The boy whose father is a doctor enters that 
profession in order that he may practice medicine with his 
father. A girl, because of her fondness for music, decides 
to follow music as a life work. Neither of these has con- 
sidered personal qualifications. Thus the second mis- 
take comes in not considering all of our qualifications. It 
has been said that ‘‘a man’s right life work will engage all 
his powers.’”’ Do you know whether or not that is true? 
Does it seem logical? Turn again to the discussion in 
regard to the parable of The Talents. (Part I, Chapter II.) 
What does Jesus teach in this parable which helps to answer 
the question? How are you going to discover your quali- 
fications? 

Our development. Since life is valuable, it follows not 
only that we must use if efficiently but also that we shall 
develop it in order to increase its efficiency. There are 
some occupations which do not permit self-development, 
that give little opportunity for increasing the number of 
talents. Name some that may be so classified. Do you 
know any men or women who have entered ‘‘blind alley”’ 
occupations? What is the result? 

There are two questions that may well be asked about 
any proposed occupation. Does it offer sufficient financial 
return to allow for self-development? With the life purpose 
we have chosen as our own, we are not looking for wealth 
and luxury, but our occupation should bring us more than 
merely enough for self-support. More important than 
this, however, is the second question. Does this occupation 
offer an opportunity to grow? Does it call out the very 
best in us and then continually demand a little more? 

As we think of any occupation, we must satisfy ourselves 
that it offers ample opportunity for the complete use of our 
best powers and that it will allow us to throw all of our 


PRINCIPLES UNDERLYING RIGHT CHOICE 107 


abilities and all of our energy into its prosecution, not only at 
the beginning of our work, but also through all the years 
after the first enthusiasm and novelty have worn away. 
Only thus can we hope to avoid the deadening monotony 
of the position that has become too small for us. 

The principles underlying the choice of the right 
life work. In the last two chapters we have been discuss- 
ing the various principles wihch should govern a person 
in choosing a life work. These may be summarized as 
follows: 


1. The choice of a life work should follow the purpose 
of God. 

2. The choice of a life work should meet the need of 
mankind. 


3. The choice of a life work should conserve the value 
of self. 


What is the relationship of the second to the first? of the 
third to the second? Can we say that the first principle is 
inclusive of the other two? Under which of the three 
principles would you place the following? 


a. Each individual is responsible for the choice of his 
life work. 

b. The choice of a life work should disregard community, 
state, and national boundaries. 

ce. The choice of a life work should allow for the develop- 
ment of personality. 

d. The choice of a life work should be made on the basis 
of all the available evidence. 


NoTresBpook ASSIGNMENT 


Honestly study the question of your own qualifications. 
Make a list of the qualifications you possess, dividing them 
under the four heads: physical; mental; social; and 
spiritual. Ask your parents and some good friend to check 
over the list, adding any you may have omitted and sug- 


108 WHAT SHALL I DO WITH MY LIFE? 


gesting possible changes. If you think that they are 
correct, make the changes suggested. 


For SprectaAL Discussion 


Where can I do the most good in the world? In what 
occupations do I know that I could not be of most service? 
Even though I have not decided upon my life work, how 
can I begin practicing the principles in my school life? 
at home? in my church? 


CHAPTER IV 
THE INVESTIGATION OF OCCUPATIONS 


HAT are the three principles underlying the right 

choice of a life work? What is the practical value of 
these principles? How may they be applied to the actual 
choice of a life work? How much should we know before 
making our choice? How can we secure this knowledge? 

Securing all the evidence. In the last lesson we 
decided that the choice of a life work should rest upon the 
total evidence in the case. Often the mistake in our con- 
clusions regarding the right life work is the result of in- 
complete information. Each one of us needs to know the 
answer to the important question: For what occupations 
do my qualifications and training fit me? This involves 
a knowledge of my qualifications, as suggested in the last 
chapter. What else is involved? Can I answer the question 
without knowing what qualifications each occupation 
demands? 

It follows that in securing the necessary information we 
must investigate the various occupations. Why should we 
study all the occupations rather than just those in which 
we are particularly interested? Can we be sure that we 
are right without knowing something about all the more 
important occupations? Of what value is our knowing in 


THE INVESTIGATION OF OCCUPATIONS 109 


general the characteristics of occupations other than 
our own? How shall we go about securing the necessary 
information? 

A plan of study. We have spent our time up to this 
point in deciding upon a life purpose and in discovering the 
principles underlying the right choice of a life work. We 
have been investigating ourselves in an effort to list our 
characteristics and special qualifications. We.must now 
study the occupations to see where we can best use our 
own particular abilities. This shall be our purpose in the 
following lessons. 

What do we need to know about each occupation? Let 
us compare our answers with the questions given below, 
adding supplementary questions if we think necessary. 
Our completed answer to the above question will give us a 
plan of study in the investigation of each occupation. 

1. What is the occupation? What are its characteristics? 

2. What qualifications does it demand? How do these 
compare with my abilities, my training, and my interests? 

3. Of what importance is the occupation? Does it meet 
a real need of man? Can I, through it, help to meet the 
great need of mankind? What opportunities does the 
occupation offer? Does it give opportunity for self-develop- 
ment? 

4. Where is the place of greatest need for the occupation? 
If I make this my choice, where can I be of the most 
service? 

Look back over this list of questions. Would you leave 
any out of consideration? What would you add? 

Classifying the occupations. In approaching our 
investigation of the occupations, we are confronted at once 
with their great number and variety. A hundred years or 
so ago every boy knew something of all the occupations. 
In the village where he lived he could watch the black- 
smith, the cobbler, the weaver, and the baker. He knew 


110 WHAT SHALL I DO WITH MY LIFE? 


the doctor, the minister, the lawyer, and the school- 
teacher. Therefore it was not such a difficult problem for 
him to find his vocation. 

To-day, however, the simple industrial system had 
become minutely complex. Instead of doing several things, 
men do one or only part of one thing. Specialization has 
occurred and new occupations are continually arising. In 
the census of 1910 the United States Government lists nine 
classes of occupations, but these contain many kinds of 
work so that the total number is difficult to discover. 

Women in the occupations. Women are coming to 
the front in every field of endeavor. During the year 1922 
there were 8,549,511 women earning money in the United 
States and the total of their income tax was $1,264,955,727. 
For the benefit of the girls who are looking forward to their 
life work the following table is given, indicating the variety 
of work that is being done by women: 


TOTAL IN 

OCCUPATION 
Agriculture, Forestry, and Animal Husbandry. 1,084,128 
Win so Sie ee ste eae oe ee 2,864 
TRACER e ee et ec he eee Oe ee 667,792 
GlericaPOceupations 072i ee eee 1,426,116 
Transportation s if ves ae 6 ote ee 213,054 
Manufacturing and Mechanical Industries.... 1,930,341 
Rublic Services<s\ jes ba SR Ga 21,794 
Domestic and Personal Service.............. 2,186,924 
Professional iv.) .as0el ie ees ee 1,016,498 


Undoubtedly the greatest work of the woman is that of 
home-making. Because of the peculiar interest and im- 
portance of the home, we will discuss this in a later chapter 
in Part III of our course. 

For the sake of simplifying the problem, we may classify 
all of these occupations under four main heads: 

1. The “earth occupations’”—including agriculture, live 


THE INVESTIGATION OF OCCUPATIONS 111 


stock-raising, forestry, mining, and the hike—that have to 
do with the supplying of raw materials. 

2. Production—including manufacturing, construction 
work, building trades, and the like—that are engaged in 
transferring raw material into products of various kinds. 

3. Distribution—including transportation, advertising, 
salesmanship, commercial occupations, banking, and the 
like—that are interested in supplying the varied wants of 
the consumer. 

4. The professions—including engineering, law, medi- 
cine, literature, teaching, the ministry, and the hike—that 
are concerned with the life of the individual and his social 
relationships. 

The method of investigation. In the following 
lessons, one or more occupations under each of these main 
headings will be discussed. Not much space is available for 
details and these must be supplied by personal investiga- 
tion. Make frequent use of your notebook so that when 
you have finished it will contain, in brief form, all the 
evidence you need in making your choice of the right life 
work. In this investigation you will want to consult not 
only encyclopedias and reference books but also men and 
women who are employed in the various occupations. 


NoTrEesBook ASSIGNMENT 


Make a list under the four heads suggested above, of 
the occupations with which you are now familiar. State 
the source of your information in each case, as: “‘reading”’; 


“experience”’; ‘acquaintance with worker”’; and so forth. 


For SpEcIAL Discussion 


Does prayer have any place in this investigation that I 
am making? What should be my attitude toward God as I 
continue this study? Can I trust my own conclusions? 
How much can I rely on the advice of others? 


112 WHAT SHALL I DO WITH MY LIFE? 


CHAPTER V 


AGRICULTURE 


HAT is agriculture? What other term may be used? 

Is “agriculture” broader in its meaning than ‘‘farm- 
ing’? What does the farmer do? Of what importance is 
his work? Is the United States a “farmer nation’’? 

Fundamental to all the other occupations is that of 
agriculture. Sometimes we forget the importance of the 
farmer in our complex civilization. He is responsible for 
the food that we eat and the clothes that we wear, for we 
include cattle-raising under the head of “agriculture.” For 
practically all of the necessities of life we must look to the 
man who lives and works in the country. Can you think of 
any foodstuffs which are not the product of agriculture? ° 

The importance of agriculture is so great that many 
people must be engaged in this occupation. On an average, 
about one out of every four people at work in the United 
States are farmers, which makes agriculture the most 
extensive of all the occupations as far as the number of 
workers is concerned. There never will be a time when the 
demand for farmers will cease. Men must eat and as long 
as this holds true the farmer has his work to do. 

In which of the four classes of occupations would you 
put agriculture? 

What kinds of agriculture are there? What is meant 
by ‘‘general” or “diversified farming’’? What forms of 
specialized farming are there? 

Most of the farmers in this country have not become 
specialists. They grow a variety of crops and fruits, raise 
cattle and hogs, keep poultry and bees, and market their 
vegetables. Thus they may be classed as ‘general’ 
farmers. Others, however, either because of local condi- 
tions or because of special interests, are concentrating their 


AGRICULTURE 113 


efforts on one particular branch of agriculture. They are 
the specialists. Among them may be found the stock man, 
with his cattle, horses, mules, and sheep; the dairyman, 
with his high-bred cows, his up-to-date creamery, and his 
cheese factory; the poultry man, marketing chickens and 
eggs; the truck gardener, specializing in vegetables and 
berries; the fruit grower, with his orchards of apples, pears, 
prunes, apricots, and oranges; the nursery and seedman, 
who produces young trees, shrubs, and seeds of every kind; 
and the landscape gardener, who specializes in the artistic 
arrangement of yards, gardens, and estates. What other 
specialists can you add to this list? Which is the more 
desirable, general or specialized farming? What are the 
reasons for your answer? 

What qualifications does agriculture demand? 
What type of man makes the best farmer? The successful 
farmer is essentially a man who loves the out of doors, who 
enjoys waching plants grow and develop into as nearly 
perfect specimens’as possible. He takes pleasure in working 
with animals and machinery. He must have the qualifica- 
tions of a scientist, willing to investigate and experiment 
with different types of fertilizers and seeds, and to study 
and adopt the results of such experimentation on the part 
of others; he must be skilled in the breeding of high-grade 
stock and in the producing of every kind of dairy product; 
he must always study new methods in every branch of his 
work and be willing to learn from every possible source. 
Farm machinery—including the reaper, the binder, the 
thresher, and the tractor—has increased in variety and in 
complexity until the farmer needs many of the qualifica- 
tions of the machinist and engineer. He must also possess 
the qualification of a good business man for much of his 
success depends upon his ability to buy and sell wisely. 
Certainly, there are few occupations which call for a better 
balanced or more rounded ability. 


114 WHAT SHALL I DO WITH MY LIFE? 


What opportunities does agriculture offer? What 
does farming offer to those who meet its demands? This is 
a question which is difficult to answer definitely, because a 
great many of the rewards are not material. The financial 
income from farming is, in general, more certain than in 
trade or mechanical work. Although the farmer’s monetary 
returns may be small, his net return, over and above 
expense is larger than in many of the industrial occupa- 
tions. Moreover, he is safe from being out of work com- 
pletely, and he can usually find some remunerative way of 
investing his time. 

More important than the financial returns are the effects 
of the farmer’s occupation upon his life. His outdoor life 
means health and freedom from occupational diseases; the 
demands upon his ability mean constant growth and a life 
more nearly balanced than that of his city cousin—‘“‘ there 
are fewer kinds of farmers than of traders and mechanics, 
but each individual farmer is more different kinds of a 
man’”’; the alternating of heavy and light seasons means 
more opportunity for social life than is usually supposed, 
for the farmer can look forward and plan for the definite 
seasons when his work will be light. 

Of far greater importance, however, is the farmers’ 
opportunity for a real home life. He may own his own 
home, which, in itself, is a very real satisfaction, and 
within that home he may build a united family life. 
Agriculture is not the occupation of one member of the 
family, but is rather the joint task of all the members. 
Mother and children are partners with the father, sharing 
his labors and his successes. Whatever may be said of its 
other advantages, agriculture offers greater opportunities 
for real happiness than many other occupations. 

How important an occupation is agriculture? 
What has been said that indicates its importance? As a 
farmer, what could I do for my fellow men? 


AGRICULTURE 115 


It is very important that the physical needs of man be 
met, but an even greater opportunity awaits the trained 
and qualified farmer. He may help his fellows in their 
development of a complete life. In many sections of our 
country farmers are barely making a livelihood because 
they do not know how to make the most of the opportun- 
ities of farm life. Not only do they need to know the best 
methods of farming, but also they need a vision of the best 
methods of living. The Board of National Missions of the 
Presbyterian Church in the U.S. A. is looking for men and 
women to teach agriculture in their schools and to become 
community advisers in agriculture; our Government is 
looking for young men to serve as community advisers in 
the United States Farm Management Demonstration 
Work. 

The farmer who is bringing new life to a nation. 
India is starving; for centuries hundreds of thousands of 
her inhabitants have always been hungry. Periodically 
great famines have carried off a countless multitude of 
men, women, and children. And yet India is an agricul- 
tural nation. Almost eighty per cent of the population gets 
its living from the soil, and this will always be so, because 
the climate is against mill and factory life, favoring the 
farmer with a growing season for crops that last for full 
twelve months. And yet, India goes hungry. 

Over in America, one day February, 1903, a young 
Welsh boy, a senior in Princeton University, rode for a few 
miles in a trolley with Henry Foreman, of India. They 
talked of India’s great need, and of the opportunity then 
offered by the mass movement among the outcastes in 
which thousands were turning to Christ. Just before he 
left the car, Forman asked this direct question: “If the 
Presbyterian Board would send you immediately upon 
graduation from college, would you go out to India to do 
evangelistic work among the low-caste people?’ The 


116 WHAT SHALL I DO WITH MY LIFE? 


college man replied that he would. In April he was com- 
missioned; in June he graduated and started for India. 

But Sam Higginbottom—for this was the young man’s 
name—did not do the evangelistic work he had planned. 
Instead, he was asked to teach economics in the college at 
Allahabad. This meant strenuous days in preparation and 
in investigation of India’s economic system, an investiga- 
tion that gradually ripened into the conviction that 
India’s greatest need was a knowledge of farming. Of 
course he met with opposition, both from missionary and 
from governmental officials, but his persistence gave him 
his opportunity. Finally the mission authorities said, 
“Well, if you think we ought to be teaching scientific, 
modern farming as a missionary method, why do you not 
return to America and study the subject and see if the 
people in America will back your faith with their money?” 

Higginbottom accepted the challenge. That was in the 
spring of 1909. In the fall of 1911, he returned to India 
with a bachelor’s degree in agriculture from the Ohio State 
University and with thirty thousand dollars in money for 
the establishment of an agricultural college. Land was 
secured and work begun. 

“Now a great agricultural school has been developed. 
It is remarkable that in this school, and on the farm in 
connection with it boys of the lowest caste and boys of the 
highest caste work side by side. To see a poor Christian 
convert from the sweeper outcastes plowing in a field 
along with a wealthy Brahman of the highest rank is a 
sight that makes old-time India rub its eyes in amazement. 
From all parts of India young men go there to train. 
Many missionary organizations, both British and Amer- 
ican, who realize the value of developing Christian agri- 
cultural experts to lead the people of India out of bondage, 
have sent students. 

“A rich Hindu of the highest caste, himself a landowner 


AGRICULTURE 117 


holding ten thousand acres, became a student and bore the 
burdens and the heat with the best of them on the mission 
farm. 

‘“‘A very wealthy Indian prince came as a student, 
bringing with him a retinue of servants and his private 
secretary to take notes in class. He was somewhat dis- 
mayed when he was set at the task of carrying fodder to 
the silage cutter. Presently, however, he got into the 
spirit of the work, began to write his own notes in the 
classrooms, and no labor on the farm was too hard for him. 

“Young sirdars or nobles come from other native states, 
take the course in agriculture, and then go back to their 
states to introduce the new methods. Besides a knowledge 
of agriculture, many of them carry back something else, 
something obtained in Higginbottom’s Bible class. In 
most cases the first Bible they have ever seen is the one put 
into their hands by this farmer missionary. It is difficult 
for students to escape from Mr. Higginbottom without 
being strongly influenced in a spiritual way, and many of 
these lead Christian lives after they leave Jumna Farm.’ 


NotTesook ASSIGNMENT 


Make a list of the qualifications demanded by agricul- 
ture; compare the list of your own qualifications with 
it, underscoring once those qualities which you possess, 
and twice those which you possess in high degree. What is 
the result of your comparison? Are you especially inter- 
ested in any phase of agriculture? What do you think is 
the reason that you are or are not? 


For SpectaAL DIscussion 


What opportunity would agriculture give me for carry- 
ing out my life purpose? How could I do it best? Where 
should I find the place of greatest need? 


1 Ancient Peoples at New Tasks” by Willard Price, pp. 135, 136. (Missionary 
Education Movement.) 


118 WHAT SHALL I DO WITH MY LIFE? 


CHAPTER VI 


COMMERCIAL OCCUPATIONS 


HAT is meant by “‘commercial occupations”? How 
would you define commerce? What Nadine may 
be included under this heading? 

In the history of occupations, commerce followed close 
upon agriculture. One man, wanting something which his 
neighbor had, traded for ct part of his own possessions. 
From this crude beginning developed our vast commercial 
organization with its retail stores, wholesale houses, stock 
exchanges, banks, and clearing houses. Trade conditions 
have been so far improved that the uncertainty of prices 
and deliveries is a thing of the past. The market is com- 
paratively regular and profit does not depend so much 
upon speculation as upon small returns and the frequent 
turnover of stock. So rapidly has our commerce increased 
that the merchant not only finds his market among the 
110,000,000 people in the United States, but he also wel- 
comes the nations from every corner of the world as they 
come to his doors to buy and sell. Because of this growth, 
the commercial occupations employ more than four million 
people and are second only to agriculture in the number of 
their followers. 

What position does the United States hold among the 
commercial nations? What are our leading exports? 
imports? How do they compare in value? In your com- 
munity which is the more important, commerce or agri- 
culture? 

What are the ‘‘commercial’’ occupations? A com- 
plete answer to this question would require a great deal 
more space than can be given here. We can suggest only 
a few of the various types of commercial occupations. 
Naturally, the first that comes to mind is the retail store 


COMMERCIAL OCCUPATIONS 119 


where we may purchase almost any kind of article. This 
is spoken of as the merchandizing end of commerce. Retail 
stores are of many types, from the general store in the 
village to the department store in the large city where, 
under the same roof, one may buy anything from tooth- 
picks to grand pianos. The number of smaller stores deal- 
ing in only one or two specialties is rapidly increasing. 
How many such stores can you list? All of these are retail 
stores and must be supplied with goods through the large 
wholesale houses that form an important factor in our 
commercial system. 

Occupying an important place in the field of commerce 
are such interesting occupations as real estate, with its 
intricate questions of contracts, leases, mortgages, taxes, 
and titles, and its equally important problems of the value 
of property and the cost of building; insurance of every 
kind—fire, life, accident, sickness, automobile, marine, and 
many others, which protect the individual against financial 
loss; banking, with its great and varying field, dealing in 
both currency and credit through trust companies, savings 
banks, bond and brokerage houses, building and loan 
associations, and the like; and the export-import trade 
which carries our commerce to every nation in the world. 

Investigate carefully any of the above occupations that 
appeal strongly to you, by reading about them in your 
public library and by talking with men and women who are 
engaged in the work in which you are interested. 

What qualifications do the commercial occupa- 
tions demand? The great variety of work makes it 
almost impossible to generalize regarding these qualities. 
There are some that are common to the great majority of 
occupations, however. What is salesmanship? What is 
‘business ability’’? Where in the field of business would 
the following characteristics prove most useful: ability to 
meet people, carefulness of detail, mathematical ability, 


~ 


120 WHAT SHALL I DO WITH MY LIFE? 


orderliness, love of music and art, independence, executive 
ability, studiousness? A successful business man says, “For 
success in business but two qualifications are necessary— 
perseverance and character.’”’ What do you think of his 
statement? 

What opportunities does business offer? We have 
decided that present attractions in an occupation are 
worth while only as they lead to greater advantages in the 
future. What is the prospect of future advancement in the 
occupation in which you are interested? Name some suc- 
cessful business men who have advanced from ordinary 
jobs to positions of great importance. The great majority 
of concerns prefer to fill their important positions by 
promoting men from their own ranks, thus assuring train- 
ing in their particular methods of doing business and in-~ 
creasing the loyalty of the employees to the firm. 

What are the hours of the business concerns in your 
community? Are there laws in your state governing the 
length of time employees shall work? What are the work- 
ing conditions, including lhght, heat, ventilation, and 
sanitation? What salary is paid to clerks, stenographers, 
typists, bookkeepers? Where is the best place to begin in 
the business world? In answering these questions, talk 
with some business man or employee in the occupation in 
which you are especially interested. 

Of what importance to society are these commer- 
cial occupations? Does business meet a real need of 
mankind? In answer to the question, “‘ What does business 
mean to you?”’? Gowin and Wheatley quote a prominent 
business man as saying: “It has meant an effort to prove 
as far as possible worthy in a field which has been one of 
the major powers in the development of the life of the 
world. It has meant satisfaction attained by contributing 
to the upbuilding and prosperity of my community. For 
the real business man is a man of constant service to his 


COMMERCIAL OCCUPATIONS 121 


community.... He meets a real need with the substan- 
tial thing that will satisfy that necessity. Such a man can- 
not, by the very nature of affairs, become a mere money 
grabber. He keeps an eye on the making of profits in business, 
else he must show his lack of good business capacity—but 
inevitably he works for the welfare of the community in 
which he moves.’ 

Can I carry out my life purpose by being a business man? 
Can I, through commercial occupations, help to meet the 
great need of mankind for God? As we think of the field 
of business, it 1s well to keep our life purpose clearly in 
mind. The commercial spirit has often supplanted, in the 
later lives of men and women, the high purpose of serving 
God which dominated them as they undertook their tasks. 
Jesus frequently warned against this serving of mammon 
as opposed to the serving of God. What did he say regard- 
ing the danger of riches? We cannot afford to sacrifice the 
principles of our lives for the principles of so-called ‘‘ good 
business.” “For what doth it profit a man, to gain the 
whole world, and forfeit his life?’”—Mark 8:36. 

A business man who did not forget his life purpose. 
America is proud of the stories of men and women from 
other shores who have come over the sea seeking a larger 
life and who have ‘‘made good” in one way or another. 
When this making good is not only in a successful business 
career but also in a still greater achievement in citizen- 
ship and service and a large contribution to some phase or 
other of our life, we are even more interested. And when 
this is a Christian contribution, not only to the life of 
America but also to far-away lands, and multiplies itself 
through a family of six sons following the same path, it is 
still more worth our attention. 

Some forty-odd years ago, an immigrant lad came from 
Belfast to the United States. He planned to go into the 


1‘Occupations,” p. 71. (Ginn & Company.) 


122 WHAT SHALL I DO WITH MY LIFE? 


linen business with his cousin in America. The newcomer 
proved himself an able addition to the steadily prospering 
business and he advanced year by year until he was its 
head. He was of the stuff on which other men rely and he 
was of the stuff that grows and keeps pace with the changing 
world. The greatest asset he brought with him over the sea 
was his deep, genuine religious background. From the very 
start, he identified himself actively with forward-looking 
and uplifting Christian activities—inside and outside the 
Church. It was in the Church that he met his future wife. 

The home that was thus established was the kind which 
people like to visit and the kind which the children treasure 
as an ideal home, where the family life was the jolliest and 
most congenial and where the Christlike spirit of the 
father and mother was always sincere and unselfish. Six 
active, husky boys came into this home, each of them 
strong and individual, yet stamped with the similar char- 
acter of their heritage. 

The immigrant boy has now become a well-known man 
—a big-hearted, steady, devoted layman of sound judg- 
ment, tireless effort, and absolute reliability, who is seized 
upon by religious and philanthropic organizations of all 
kinds. A key man in his Church and in the local Young 
Men’s Christian Association, a constant and generous con- 
tributor of time and thought and money to many causes at 
home and abroad, a power in every movement and organ- 
ization in which he has been a part, he has gone from 
larger to larger fields of recognition and usefulness. The 
International Committee of the Young Men’s Christian 
Association, the Layman’s Missionary Movement, the 
Board of Foreign Missions of the Presbyterian Church in 
the U.S.A.—these are only a few of the Christian organi- 
zations that claimed him. None of these were positions 
to be merely ‘‘held” but were vantage points for strenuous 
years of work for others. 


COMMERCIAL OCCUPATIONS 123 


It is not altogether surprising that the next generation is 
following out his tradition. Two Christian business men, 
two foreign missionaries, and two ministers—‘‘thirty-six 
feet of sons’’ as some one remarked—is the continuation of 
the story and is part of the contribution of this life to the 
future of all sorts and conditions of men here in this 
country and abroad. A hospital in far-away Turkey, 
where all races and creeds are treated; a chemistry 
laboratory in the Forman Christian College, Lahore, 
India, where self-respecting, constructive trades are taught; 
an athletic program for the preparatory school of Nanking 
University, are only three of the tangible enterprises into 
which the life of this business man has been poured. 
There is no possibility of calculating the contribution 
which will have been made by just two generations of this 
family—begun by an immigrant clerk in a linen store in 
New York some forty years ago. 

Where is the greatest need for Christian business 
men? Write to the Board of National Missions and the 
Board of Foreign Missions for information regarding the 
opportunities they have for treasurers, bookkeepers, pur- 
chasing agents and the like. 


NoTresBook ASSIGNMENT 


Make a list of the qualifications essential in the business 
world and by their side write your own qualifications. 
Would you be successful in this field? Which commercial 
occupation interests you most? What do you think is the 
reason for your special interest? 


For SpEcIAL DISCUSSION 


What could I do as a business man to carry out my life 
purpose? Where could I do the most in the field of 
commerce? 


~ 


124 WHAT SHALL I DO WITH MY LIFE? 


CHAPTER VII 
‘TRANSPORTATION 


HAT is transportation? What is its relationship to 
commerce? Which is the more important, commerce 
or transportation? 

The beginnings of transportation date back almost to the 
time when men began to trade with one another. Rude 
rafts of boughs, logs, and the inflated skins of sheep were 
first used to float products of various kinds down the rivers 
and streams. From these developed boats and_ ships. 
More than a thousand years before our era, Phoenician 
ships were trading between the cities on the Mediterranean 
Sea. There rude boats were developed by the Greeks, the 
Carthaginians, the Romans, and their successors, until 
to-day we have the huge ocean-going vessels, crossing the 
Atlantic in four days and provided with all the comforts of 
the most modern of hotels. 

Among the ancient peoples land transportation grew less 
rapidly, being largely for military rather than for com- 
mercial purposes. The rough and awkward-looking cart, 
the rather unwieldy chariot and carriage, have developed 
until to-day our overland transportation is carried on by 
automobiles, trucks, and steam and electric trains. The 
story of the growth of the steam engine is very interesting. 
Read it in an encyclopedia or elsewhere and be ready to 
tell the class about it. In 1830 there were only 121 miles of 
railroad in the whole world, 23 miles of which were in the 
United States. In 1920, in our country alone, there were 
over 200,000 miles of rails. 

But transportation is not limited to the carrying of 
people and of things. The transmission of ideas is also 
included. The signal fires of the savage and the semaphore 
system of Napoleon have been replaced by the telephone, 


. TRANSPORTATION 125 


telegraph, and radio. Ocean navigation and railroading 
would be very greatly handicapped without the increas- 
ingly efficient system of communication by telegraph and 
wireless. 

What qualifications does transportation demand? 
From this brief discussion it is evident that the field of 
transportation is almost as varied as that of commerce. 
This makes possible a large range of qualification. (1) 
Roads must be built and equipment prepared, which 
demands the services of engineers, manufacturers, and 
machinists. (2) Business must be secured from shippers 
and passengers. (38) Accounts must be kept, and legal 
matters attended to. (4) Supplies must be purchased, real 
estate bought and sold, insurance secured, and various 
other duties performed. These call for three main depart- 
ments: the operating department, the traffic department, 
and the financial and accounting department, with a 
fourth sub-department to care for the items suggested under 
(4). The work of ocean transportation and of the large 
telegraph and telephone companies is similarly organized. 

The general qualifications have been stated by President 
Howard Elliott, of the New York, New Haven, and Hart- 
ford Railroad Company: “The only rule to success that I 
know of is hard work, honesty, sincerity, good character, 
and good habits. These are platitudes, but they are the 
principles of success.” 

Take any branch of transportation and make a list of the 
special qualifications it demands. Talk with a conductor, 
an engineer, a station agent, a telegraph operator, and 
others, regarding these qualifications. 

What opportunities does transportation offer? Is 
it a healthful occupation? What are its dangerous 
branches? Does it offer opportunity for advancement? 
Does it allow for specialization? 

A Lehigh Valley official summarizes the advantages of 


126 WHAT SHALL I DO WITH MY LIFE? 


railroading as follows: ‘The time will come when railroad 
employ for every man in the service will not mean drudg- 
ery, nor sinecure, nor accidental opportunity, but an en- 
lightened, stimulating, highly efficient service of the highest 
earning power, least uncertainty from accidental causes, 
largest freedom for individual initiative, entire self-respect 
and thoroughly democratic spirit.’”! 

Dean Schneider, of the University of Cincinnati School 
of Engineering, analyzed the work of the locomotive 
engineer and gave it the rating of 100 per cent for the 
following reasons: 

1. ‘“The work of the locomotive engineer is done in the 
open air.” 

2. “It provides a fairly well rounded physical develop- 
ment.” | 

3. “The constant improvements in locomotive design 
and railway appliances generally require continuous mental 
development.” 

4. “Mental alertness is constantly required for emer- 
gencies.”’ 

5. “A comprehensive grasp of the whole interdependent 
scheme of production (the product of a railroad is trans- 
portation) is essential.’ 

6. “The conditions under which the same run is made 
are never alike.” | 

7. “The work itself breeds in the engineer the highest 
quality of good citizenship; namely, an instant willingness 
to sacrifice himself for the lives in the train behind him.” 

From Dean Schneider’s list, how would you state the 
seven characteristics that he considers essential in an ideal 
occupation? 

Is transportation an important occupation? What 
influences does it have upon agriculture? upon commerce? 
What attitude does the United States Government take 


1Quoted by Gowin & Wheatley, “Occupations, p. 122. (Ginn & Company.) 


TRANSPORTATION 127 


toward strikes on the railroads? Why does it take this 
attitude? 

Certain sections of the country are largely dependent 
upon transportation for their life. It is said that New York 
City has only enough food to last for twenty-four hours. 
Cut off all transportation and it would face starvation. 
“The part that transportation plays in the practical life of 
the community depends almost directly upon the com- 
plexity of its economic system.’’ The rise of industry on a 
great scale and the establishment of an efficient means of 
transportation are dependent one upon the other. E. M. 
Herr, president of the Westinghouse Electric and Manufac- 
turing Company, recently made the following statement: 
“Transportation is absolutely essential for life as we know 
it. The whole social and industrial structure of the 
United States has been built upon the basis of the free 
movement of persons and goods.”’ 

What part does transportation play in meeting the great 
need of man? 

Where can a man with training and ability in transpor- 
tation meet the greatest need? 

A college man who is now employed by the Bell Tele- 
phone Company in its Traffic Department says: ‘When 
I graduated from college, I had no definite plans for my 
life work. The only decision that I had made—one which 
in this day is of first importance—was not to work for 
myself as my father had worked for himself, but to throw 
my energy and ability into the teamwork game of a large 
corporation. . . . At last, I have found my place of 
service. 

“Why did I choose this form of work? Well, in the 
first place, the company has the reputation for fair dealing 
with its employees and with the public, which is a very 
great satisfaction. It also means a real opportunity for 
advancement, depending entirely upon my _ personal 


~ 


128 WHAT SHALL I DO WITH MY LIFE? 


abilities and efforts. Besides this, I am sure of receiving 
just as much salary as I am worth, which will increase as 
my worth increases. 

“The second great consideration les in the future. The 
work I am in now is not a blind-alley proposition. It offers 
increasing opportunities for my best efforts and will con- 
tinue to do so, since the business of the company must of 
necessity continue to increase rapidly. The telephone is a 
necessity and as such is in constant demand by business 
men of all kinds and by families and individuals for every 
purpose. 

“This introduces my third reason. The telephone 
company is a public servant, meeting a very great need in 
the life of mankind. I feel that my work is indispensable, 
that it is responsible for the growth of business and 
industry, and that it is playing a large part in the promo- 
tion of human happiness. Of course, I may be prejudiced. 
I do admit that I am enthusiastic, for I am sure that this 
is the greatest work in the world—for me.”’ 

Unknown heroines of the transportation world. 
The telephone and telegraph perform an essential service 
for society. The employees in this field realize the great 
importance of their work and often face personal danger in 
order to be faithful to their trust. | 

The night operators were busily engaged at the switch- 
board of a suburban exchange near Philadelphia. Through 
the wall behind them came a trace of smoke, followed by a 
little tongue of flame. One of the girls discovered the fire 
and at once called the fire department. The head operator 
covered the switchboard with its asbestos case, prepared 
for such emergencies. The girls remained calmly at their 
desks while the firemen worked behind them and above 
them, fighting the fire which at any moment threatened to 
destroy the exchange. So well did those girls work that 
not one of the many subscribers who used their telephones 


THE MECHANIC TRADES 129 


that night even suspected that the voice which asked, 
‘““Number, please?”’ belonged to a heroine. The woman 
who called her neighbor for a friendly chat, the mother 
whose son was injured and who called the doctor to his 
bedside, the husband whom the hospital called with the 
good news of his wife’s returning health, all were uncon- 
sciously indebted to the brave girls who did their duty in 
the face of danger, who realized the very great importance 
of the service that they rendered. 


Norespook ASSIGNMENT 


In what phase of transportation am I especially in- 
terested? Why? Make a list of the qualifications demanded 
in this field and check it with your own, underlining once 
those qualifications which you possess and twice those 
which you possess in high degree. What is your conclusion? 


For SprEectAL. Discussion 


If I should enter the field of transportation, how could I 
carry out my life purpose? Where should I find the greatest 
need? 


CHAPTER VIII 
THe Mecuanic TRADES 


HE history of mechanics began with the blacksmith 
who, at his forge, prepared all the argicultural imple- 
ments and military weapons that were used by his neigh- 
bors. His position was high and important. The long list 
of old Greek gods numbered a blacksmith named Hephes- 
tus whom the later Romans called Vulcan. He gave his 
Roman name to those mountains that burn like fiery 
forges, the ever-smoking volcanoes. 
A great change has taken place since the days when the 
blacksmith was the only mechanic. To-day specialization 
has invaded his field and the mechanic trades are constantly 


~ 


130 WHAT SHALL I DO WITH MY LIFE? 


increasing in number. Many of these are connected with 
manufacturing plants and belong under the discussion in 
the next chapter. Here let us consider particularly those 
included in the machine shop itself. 

The draftsman. The architect of the machine shop is 
the draftsman. He designs the machine that is to be built, 
makes blue prints of its various parts, and prepares 
specifications for the use of the men who do the actual 
work of building. The success of the product depends 
primarily upon his knowledge and the accuracy of his 
work. In the larger shops, draftsmen of special ability 
become designers, who are responsible for the designing of 
new tools and machines and the adaptation of the old 
design to new uses. 

The pattern maker. When the blue print is finished by 
the draftsman, it passes to the pattern maker for the 
building of patterns to be used in any necessary castings. 
The pattern maker must be able to read the blue prints, 
and to picture in his mind what the casting will look like 
when finished. He must be familiar as well with the actual 
making and removing of molds. To-day, however, not 
only cast metals require a pattern, but frequently stone, 
brick, mortar, cement, glass, paper, and almost everything 
that is made in an odd shape must be built from a pattern. 
Work as a pattern maker requires a knowledge of the other 
machine-shop trades, mathematical accuracy, and great 
skill in woodworking. 

The machinist. The draftsman and the pattern maker 
have both been working for the machinist. He takes the 
blue print and the pattern and from them builds the re- 
quired tool or machine. From his hand comes the finished 
product. He makes, assembles, and repairs tools and 
machinery of every kind. Often, in the small shops, his 
work is of great variety, using lathes, planes, milling 
machines, shapers, presses, and many other machines. In 


THE MECHANIC TRADES 131 


the larger shops, however, this work becomes specialized, 
allowing him to become very proficient upon a single 
machine or at a particular type of work. 

- Outside the machine shop. There are other mechanic 
trades not necessarily connected with the machine shop. 
The blacksmith shoes horses, does general repair work 
upon wagons, farm implements, machines, tools, and the 
like; the stationary engineer tends to the using and general 
repair work of steam engines in the building of factories, 
and takes care of the heating or power systems attached; 
the truck driver and chauffeur are responsible for the run- 
ning and care of automobiles and are expected to be able 
to make minor repairs. The rapid growth of the automobile 
business has created a demand for expert mechanics in 
garages and service stations. 

What qualifications are demanded by the me- 
chanic trades? Visit a machine shop, foundry, or auto- 
mobile repair shop and discover the different types of 
work in each. Make a list of the qualifications essential in 
a mechanic, a draftsman, a pattern maker, a blacksmith, 
a garage mechanic. 

Which requires higher qualifications, a clerk in a dry- 
goods store or a mechanic in a garage? 

What are the advantages of the mechanic trades? 
The demand for skilled mechanics is great in nearly every 
community, and the opportunities for advanacement are 
generally good. This depends, of course, upon the shop 
and the way in which it is run. The mechanic may become 
a pattern maker, a draftsman, or designer, if his training 
and qualifications are of the right kind. 

In the main, the occupation is average, from the point 
of view of danger and health. In most shops, the machines 
are protected and the metal dust is carried off by fan- 
ventilation systems. The financial return is good, allowing 
for a comfortable living, and for leisure time and self- 


~ 


132 WHAT SHALL I DO WITH MY LIFE? 


development. Often the type of work is of great variety, 
requiring quick thought and frequent nervous and mus- 
cular adjustments, which provide increased possibilities for 
all-round development. 

Investigate the shops of your community. Are the 
machines protected? Are the working conditions good? 
What salaries are paid? What are the opportunities for 
advancement? In what field is the need greatest? 

Do the mechanic trades meet a real need? Of what 
importance are the mechanic trades to agriculture? to 
transportation? to manufacturing? 

Picture a modern farm without its machines and tools; 
a transportation system with no engines, automobiles, and 
ocean-going vessels; a manufacturing plant stripped of its 
machinery and mechanical labor-saving devices. At once 
the great importance of the mechanic trades is very evi- 
dent. The man who builds machines with which, in turn, 
he builds other machines that plow, reap, and threash the 
grain, that carry and haul produce to every corner of the 
world, that card, spin, and weave wool into cloth, that do 
almost everything imaginable far more rapidly than it can 
be done by hand, surely fills a very necessary place in the 
present-day world. 

If I should enter the mechanic trades, could I carry out 
my life purpose? Where should I find the place of greatest 
need? 

The mechanic who found his place. Fred Hope 
was almost ready to graduate from college. During his 
years at Maryville, a Presbyterian college in Tennessee, 
the conviction kept returning to him that he should be a 
missionary. But all the missionaries he had ever heard of 
were preachers, and he did not want to preach. Finally, 
he settled the question in this way: ‘‘If God wants me to 
be a missionary and there is any way I can be a missionary, 
without being a preacher, then I’ll be one.’’ A few years 


THE MECHANIC TRADES 133 


later the way opened and he reached Elat, on the west 
coast of Africa, where he had been sent to take charge of 
the Frank James Industrial School. 

He found, upon his arrival, one little bark hut, which 
was to be the school building, and six boys, who comprised 
the entire student body. From this beginning, Fred Hope 
has launched an industrial awakening in West Africa. In 
his own words, he gives a good picture of his school at work. 
The following quotation is taken from his letter, telling of 
the visit of the new French Governor of Kamerun, who 
came to the colony after it had been won from the Germans: 

“The Captain of this district brought the new Governor 
of South Kamerun to visit the station. We took him first 
to the industrial school and showed him the chair class at 
work on all kinds of furniture. Right from the first I could 
see his surprise. He was not looking for such work. He 
examined the chairs, tables, sofas, and other odd pieces 
with great interest. He did not seem to understand how 
such work was possible to these natives. I presented him 
with a chair and a mahogany-topped table. 

““‘We went then to the hat class, where he saw the differ- 
ent kinds of hats. He was greatly interested in the tropical 
helmets we were making, and examined them in all the 
different stages. To see these helmets as neatly made and 
as strong as the average European-made article, and made, 
too, by black boys and in a mission, seemed to be too much 
for him. 

“Then we went to the tailor class, where another 
surprise awaited him. He carefully examined the clothing, 
some of it as good as that he had on. We could see a change 
in his attitude toward us. Next, we visited the room where 
six boys were working in ivory and ebony. I gave him an 
ivory and ebony cane. From there we went to the press- 
room, where he saw work that was being done for the 
government, and a small French primer for the French 


~ 


134 WHAT SHALL I DO WITH MY LIFE? 


school. Then we went into the industrial school office, 
where he saw the walls and ceiling and all of the furniture 
made of mahogany. We went then to the sawmill and 
from there to the blacksmith shop, where the boys were 
repairing an automobile. Then we went to the carpenter 
shop. We could see that the man was completely taken 
aback. 

“We then went up to our home, where Mrs. Hope had 
prepared refreshments. Then came the next surprise. The 
walls of different kinds of mahogany and other beautiful 
African woods set him gazing. I called his attention to the 
fact that the whole house and all the furniture in it was 
made by the boys in the carpenter class he had just 
seen. 

By that time he was willing to joke with us. The 
Captain asked if that gramophone was not made in the 
industrial school. Iassured him that it was, and as I saw the 
governor looking at a bookcase made of teakwood, full of 
books, I laughingly told him that those books were printed 
on the mission press. By this time he was full of coffee and 
American cake, and really seemed to be enjoying himself. 

“After a while he said it was time he was getting back 
to the Government station. We told him he had not seen 
the mission yet, but only a little side line. We then showed 
him the girls’ school, and afterwards the French school. He 
forgot all about his purpose in coming down to put out the 
large boys, and never said a word about it. Then he was 
taken to the big church. When he saw a building that 
would seat four thousand, he ventured the question: ‘Was 
it ever full?’ When told that there had been as many as 
four thousand on the outside that could not get in, that 
finished him. As we were walking to his horse, he said: 
‘You have a blessed work here with these native people.’ 
Then, on leaving, he said to Mr. Johnston: ‘1 am greatly 
pleased with what I have seen here, and if at any time I can 


MANUFACTURING 135 


be of service to you in your work, you have only to com- 
mand me.’’! 

Fred Hope, the mechanic, has found his place and 
through him the natives of West Africa are finding a 
complete life in Christ Jesus. 


NotTespook ASSIGNMENT 


What branch of the mechanic trades is especially inter- 
esting to you? Why? Make a list of the requirements in 
this field and check it with your own qualifications, under- 
scoring once those which you possess and twice those 
which you possess in marked degree. What is your con- 
clusion regarding your chance of success in this field? 


For SPECIAL DISCUSSION 


How could I carry out my life purpose as a mechanic? 
Where is there the great need for trained mechanics? How 
could the Church use a trained mechanic? 


CHAP TERSEX 
MANUFACTURING 


HEN the first man and woman discovered how gar- 

ments could be made by sewing together leaves with 
fine strips of bark, the art of manufacture began. At 
first, 1t was generally the woman who made the rude 
moccasins and clothing of skins, but when times were 
peaceful and hunting unnecessary, the men also engaged 
in the work, and manufacture became the business of the 
family. Of course, all the work was done by hand with 
only a few rough tools available. The very word itself— 
‘“‘manu-facture,” “to make by hand” (from the Latin, 
manus, hand, and facere, to make)—indicates this fact. 


1 Ancient Peoples at New Tasks,” Price, pp. 173-175. (Missionary Education 
Movement.) 


os 


136 WHAT SHALL I DO WITH MY LIFE? 


To-day, however, the meaning of the word has been 
changed almost completely. 

The history of manufacturing in England illustrates 
most clearly the steps in this change. For centuries, the 
home had been the factory. In 1764, however, James 
Hargreaves invented the spinning jenny, which was rapidly 
perfected until spinning came to be done by machinery. 
Twenty years later, Sir Edmund Cartwright build a power 
loom, so that when the steam engine reached a practical 
stage, the transformation became very rapid. In about 
twenty years spinning and weaving left the home for the 
large factory equipped with expensive machinery. Thus 
began the modern factory system which has almost com- 
pletely changed the meaning of manufacture from ‘‘make 
by hand” to ‘‘make by machinery.”’ 

The nature of manufacturing has also undergone a 
change through specialization and consolidation. An entire 
factory may produce only one part of the completed 
article. Read the advertisements for certain automobiles 
and note how many factories contribute to the completed 
car. Then within the factory itself specialization has given 
each worker a very small part in the entire process. The 
man may fasten a certain bolt, the woman paste a label or 
fill a box, with no variety whatsoever to their work. There 
are very few all-round jobs and their number is decreasing. 
The young man who enters manufacturing must prepare 
to become a specialist. 

What is meant by ‘“‘division of labor’? What factories 
are there in your community? 

The business of manufacturing. Considered in 
general, there are two branches to manufacturing. One 
of these is the commercial or selling end of the business. 
Under the head of ‘‘Commercial Occupations,” in Chapter 
VI, we have discussed this type of work and it would be 
well to review the results of that discussion. 


MANUFACTURING 137 


The other branch of manufacturing is the production 
side of the business. As this is characteristic of manufactur- 
ing, let us consider it a little more in detail. 

The production department is concerned with three 
forms of activities: preparing for manufacturing, manufac- 
turing proper, and taking care of the finished product. In 
the first are employed designers, draftsmen, pattern 
makers, toolmakers, and engineers, whose duties have been 
discussed under ‘‘The Mechanic Trades,’’? Chapter VIII. 

Manufacturing is by far the largest and most important 
division of production. Here is found the large mass of 
unskilled wage earners whose work is of endless variety. 
Above them, and usually promoted from their ranks, are 
foremen, managers, and superintendents, who have charge 
of crews, departments, and entire plants. In addition to 
these two classes are the production experts, whose duty it is 
to study the best and most efficient methods of the various 
processes of manufacturing; the cost accountants, who keep 
accurate records of the cost of materials, labor, and other 
charges, and are responsible for the financial success of the 
business; and educational workers, in charge of the educa- 
tional work that the firm is carrying on for its employees. 

The finished-stores department, the third in this division, 
takes care of storing the finished articles, either for future 
assembling or for shipment. This department is under the 
direction of the chief stores or chief shipping clerk, with 
assistants and laborers. 

What special qualifications are essential in manu- 
facturing? You have been elected, by the board of direc- 
tors, general manager of.............. factory (insert the 
name of a factory in your own community, or of one with 
which you are somewhat familiar). Your first duty is to 
select men to fill several vacancies. What kind of man would 
you choose as superintendent of the manufacturing division? 
as production expert? as cost accountant? as educational 


~ 


- 


138 WHAT SHALL I DO WITH MY LIFE? 


worker? as chief shipping clerk? Talk over your problem 
with a factory superintendent or manager, if possible. 

What opportunities does manufacturing offer? 
To-day the field of manufacturing offers many advantages to 
the man of an inventive turn of mind, who enjoys building 
and remaking things, but that field is only just beginning 
to be discovered. In the next generation manufacturing 
will make even greater progress than it has in the last. 
This places responsibility for the future upon each in- 
dividual. The business itself is growing. 

From the point of view of working conditions, manufac- 
turing is about average, although these conditions are 
being steadily improved. The ordinary wage earner often 
has long hours and poor surroundings, but the skilled 
employees usually are favorably situated with salaries and 
leisure time that permit of continued self-development. 
There is ample opportunity for specialization and par- 
ticularly for creative work. The man with inventive ability 
finds a real field for the exercise of that genius. 

Investigate the conditions in a factory in your com- 
munity. What pay do the various workers receive? Write 
the Western Electric Company, of Chicago, or any other 
large manufacturing concern, regarding opportunities 
offered in their business. 

Is manufacturing an essential industry? Look 
around you at the number of manufactured articles and 
the question answers itself. There have been those who 
argued against the use of machinery, however, on the 
ground that it took away work from those who needed it 
by allowing one man to do the work of ten or twenty on a 
single machine. How can you answer that argument? Is 
the large number of unemployed due to machinery? What 
arguments can you advance in favor of the use » of machin- 
ery in manufacturing? 

In what ways does manufacturing meet a real need of 


MANUFACTURING 139 


mankind? Where is the field of greatest need? Do you know 
any manufacturers who have lived up to ideals? In what 
respects did they carry out life purposes similar to yours? 

Running a factory by the Golden Rule. Men say 
that a factory cannot be run successfully if the principles 
of Jesus are strictly followed. The experience of Arthur 
Nash has completely disproved this. In 1918, Mr. Nash 
bought out a men’s clothing factory in Cincinnati, Ohio. 
When the first pay roll was laid upon his desk, he dis- 
covered to his astonishment that the average wage was 
only seven dollars a week, and that some old women were 
working for as little as three dollars a week. He saw at 
once that such a pay roll was not consistent with his 
mother’s teaching, and that some change would have to be 
made if he were to remain a consistent Christian. 

With such a situation confronting him, he determined 
upon a revolutionary step which, he felt, would probably 
compel him to go out of business. After a quick inventory 
of the stock on hand, he found that he could make a 
substantial wage increase, and still realize some profit on 
his venture. ‘“‘We will then buy a farm and go out of 
business with what is left,’’ he said to his son, ‘‘for we 
cannot succeed on such a wage basis and we will not 
attempt to succeed on any other.’’ 

Accordingly, he called together the employees, an- 
nounced the wage increase, and stated his policy. ‘We 
will run this factory,” he said, ‘“‘as long as we run it on the 
Golden Rule. This means that in my relations with you I 
will try to put myself in your place. I will ask myself the 
question, ‘If I were in your place and you were in mine, 
what would I want you to do?’ J ask you to let the same 
rule govern your actions toward me.”’ 

The the unexpected happened. Instead of running 
behind, as Mr. Nash had expected, the factory began to 
make money from the very start. ‘‘ During the three and 


~ 


140 WHAT SHALL I DO WITH MY LIFE? 


one half years since January 1919,” writes Mr. Nash, in 
summarizing the success of the experiment, “we have 
grown from the smallest to be the largest manufacturers of 
made-to-order clothing in the world. Not only is this true 
but we have passed through one of the most critical 
periods in the world’s industrial history, and the agitators 
who have made trouble between employers and employees 
have concentrated their efforts upon us during the last 
year, and it has had no more effect upon us than periods 
of business stagnation.” 

When Mr. Nash was asked if his company were working 
out a system for the management of the factory based upon 
the Golden Rule, so that the method he had developed 
might become permanent, he replied, ‘‘The thing that I 
have endeavored to emphasize is not a system, but a 
principle; and wherever that principle is functioning, any 
system will work, and wherever that principle is not active, 
any system will have its difficulties.” 

The Nash Clothing Company, of Cincinnati, Ohio, is a 
success. Its president tells the whole story in a little book 
called, ‘‘The Golden Rule in Business.’”’ Best of all, he 
has shown that a man with a Christian life purpose can 
work out that purpose in a factory and that he can operate 
successfully upon the Christian basis of the Golden Rule. 


NotTesook ASSIGNMENT 


What branch of manufacturing interests you especially? 
Why? What qualifications does it demand? Check this 
list with the list of your own qualifications, underscoring 
once those which you possess and twice those which you 
possess in high degree. What is your conclusion? | 


For SpectaLt Discussion 


How could I carry out my life purpose in the field of 
manufacturing? Where could I best serve in this field? 


THE BUJLDING TRADES 141 


CHAPTER X 
THe BuILpING TRADES 


LONG with the development of agriculture and the 
increase in man’s possessions, came the need for a 
more adequate dwelling place for his family. The cave 
could not be moved from place to place as the hunting 
grounds changed; therefore the tent was a natural sub- 
stitute. Gradually a more permanent structure became 
desirable and the house, sometimes of stones, sometimes of 
logs, began its evolution. As the buildings increased in 
complexity, there arose a group of men especially skilled in 
the hewing of stones and timbers, and in the laying of 
foundations and the raising of walls. To-day men live and 
work in buildings that are more comfortable and con- 
venient than ever before. The large city skyscraper and 
the small country home alike demand builders more skilled 
and better trained than were those of even the last genera- 
tion. This demand has increased until to-day the followers 
of the building trades number approximately two million. 
What trades would you classify as being ‘‘building 
trades’’? Probably everyone, at least every boy, will 
think first of the carpenter. He has always occupied an 
important place in the building of every kind of structure. 
His particular responsibility in the building is the wood- 
work, the framework of joists upon the foundation, the 
walls and partitions where these are of wood, the roof, 
floors, windows, and doors, the built-in cupboards and 
bookcases. Sometimes he becomes especially skilled in the 
more difficult types of woodworking. Then he may become 
a cabinetmaker and construct furniture of various kinds for 
both home and office. 
In the building of a house, however, the carpenter does 
not work alone. The mason lays the foundations and does 


142 WHAT SHALL I DO WITH MY LIFE? 


all the stone, brick, and concrete work in connection with 
the structure. The plumber installs the heating system and 
runs water and sewer pipes from bathrooms and sinks. He 
may include in his work the installation of the gas hghting 
system and the putting on of the metal roof and cornices 
and rain spouting, or the responsibility may be distributed 
among the gas fitters and sheet-metal workers. With the 
plumber comes the electrician, and after them the painter 
and the decorator. What special duties does each of these 
have? Watch a building in process of construction and 
make a note of the various classes of workmen engaged, 
and of the kinds of work each class does. 

The building contractor unifies the entire operation. 
Often he is a master carpenter or mason, who holds the 
contract for the building. He supervises the work, through 
the subcontractors, who are in charge of the carpentry, the 
masonry, the plumbing and heating, and the electrical 
installation. If no architect 1s employed, the building 
contractor may also draw up the plans and specifications. 
Sometimes it happens that the architect becomes a building 
contractor. He is usually a professional engineer, however, 
and his work will be discussed in the following chapter. 

What qualifications are necessary in the building 
trades? You have been investigating the kind of work that 
must be done. What kind of men are needed to do it? 
How would you answer the following questions and what 
reasons can you give for each answer: Does a carpenter 
need to bea mathematician? Is this also true of the mason, 
plumber, painter, and decorator? What sciences should 
each know? Is there any advantage in their being trained 
in drawing? What special qualifications does the building 
contractor need? What high-school subjects are valuable 
as preparation for each of those trades? Are there any 
necessary physical qualifications? What place is there for 
women in these trades? What qualifications do they need? 


THE BUILDING TRADES 143 


What are the personal opportunities in the build- 
ing trades? What salaries are paid in each of the trades 
we are investigating? How many hours do the men work? 
Is the work steady throughout the year? What oppor- 
tunities are there for advancement? What is the highest 
possible position, as far as salary and responsibility are 
concerned? How much incentive is there for self-improve- 
ment? How much leisure time? What disadvantages can 
you find in each of these trades? 

Turn back to Dean Schneider’s rating of the work of the 
locomotive engineer. (Chapter VII.) If you consider that 
rating 100 per cent, what rating on the same basis would 
you give carpentry? masonry? plumbing? painting? the 
work of the building contractor? 

If you can meet a contracting carpenter or mason, talk 
over with him the following questions: What qualifications 
and training does he consider necessary? What opportunity 
does his trade offer? How did he secure his preparation? 
What disadvantages has he discovered in his trade? What 
is his judgment regarding the future of his trade? 

Are the building trades essential to the well-being 
of society? We are just beginning to discover the vital im- 
portance of public health. Cities and towns are passing laws 
looking toward the creation and maintenance of sanitary 
conditions, and everything possible is being done to erad- 
icate disease and to build up the physical life of the people. 
What relationship do the building trades bear to this move- 
ment? How can they help in this crusade against disease? 

The physical development is much more important than 
we have thought, not only because it is the basis of our life, 
but also because it greatly affects the very character of our 
life. If we are sick, that has an evident effect upon our 
dispositions which is often quite the opposite from the effect 
of health. How would you illustrate this? What does this 
have to do with the building trades? 


144 WHAT SHALL I DO WITH MY LIFE? 


In the construction of a house or office building, there- 
fore, the builders can do much for the physical life of those 
who live and work there, and through that physical life, 
they can also make or mar their mental life. There is a 
direct effect that cannot be overlooked. Why is it im- 
portant that we live and work in attractive, well-lighted, 
well-built houses, offices, and workshops? Does our en- 
vironment have any effect upon our character? In answer- 
ing this question, consider two statements: Ruskin, in 
“Phe Seven Lamps of Architecture,”’ said, “‘I would have, 
then, our ordinary dwelling houses built to last, and built 
to be lovely; as rich and full of pleasantness as may be 
within and without’’; Pattie, in ‘‘Compelled Men,” said, 
“We are what we look at, what we live with and what we 
think of.” 

How important a place can the building trades occupy 
in society? 

A preacher who became a builder. He was not 
trained in the building trades, this man from Texas. He 
had ridden the ranges before going to college and then had 
added three years at a theological seminary. When he 
completed his preparation the Board of Home Missions of 
the Presbyterian Church sent him to the island of Porto 
Rico to take charge of a little school near San German. 
This was his opportunity and he proved equal to it! 

Two things he soon discovered: First, the school could 
not succeed without a campus and buildings with adequate 
equipment; second, the boys and girls of the island needed 
a twofold education—manual as well as mental. These 
two facts he put together. The boys and girls should 
receive their manual education in constructing and equip- 
ping for themselves the buildings in which they would be 
given their mental education. Thus during part of the day 
this man with a vision carried on the duties of a college 
president; the remainder of the day he was a building 


’ THE BUILDING TRADES 145 


contractor and supervisor, helping in the laying of founda- 
tions and the erecting of walls, showing the boys how to 
build molds and mix cement, directing the laying of floors 
and the setting of windows. And the vision of J. Will 
Harris is becoming a reality! 

One of our great New York dailies gave space to an 
editorial, part of which follows: 

“Perhaps the most significant fact just now in the 
progress of Porto Rico is the swift and somewhat astonish- 
ing development of a great institution for the higher 
education, both academic and technical, near San German, 
in the southwestern part of the island. In one of the most 
beautiful hill-surrounded sites which the imagination can 
conceive—a tropical version of Williamstown, Massachu- 
setts, with a climate that without irreverence may be 
described as heavenly—there is growing with tropical 
rapidity the future University of the Antilles, the school at 
present known as the Polytechnic Institute of Porto Rico. 
Its destiny is as obvious as its history is amazing. It 
promises to be for the long future the source of culture and 
the central seat of the liberal arts not only for Porto Rico 
but for the other Antillean islands and for a considerable 
part of Latin, Central, and South America. 

“Tt happens that it was just one year ago to-day that 
the legislature of Porto Rico conferred upon the existing 
school at San German the full university functions. Under 
the auspices of the Presbyterian Board the school had been 
opened seven years before with a single student on its 
rolls. Under the direction of Rev. J. W. Harris, a Texan 
of large vision, indomitable energy, and a very remarkable 
practical faculty for realizing ideals, it has already become 
a university in the true sense, occupying a campus of one 
hundred and twenty acres, affording through competent 
_ professional teachers a thorough education, both academic 
and technical, to nearly three hundred students of both 


146 WHAT SHALL I DO WITH MY LIFE? 


sexes. The promise of the institution and the quick recog- 
nition of its importance to the future of the Carribean 
peoples is shown, perhaps better than in any other way, 
by the circumstance that nearly four times as many 
students as are admitted are turned away from San German 
because of present lack of housing facilities. 

“The plan of the Polytechnic Institute of Porto Rico, 
that is to say, the University of the Antilles of the future, 
contemplates buildings which will accommodate 1,200 
boarding students and their teachers, at a cost of $2,000,- 
000, and an endowment of $6,000,000 for the same.” 


Notrespook ASSIGNMENT 


Which one of the building trades interests you the most? 
which the least? What is the reason for your interest? 
Make a list of the special qualifications demanded in the 
trade in which you are interested. From the list of your 
own qualifications, underscore once those which you 
possess and twice those which you possess in marked de- 
gree. What conclusion do you reach? 


For SprecitAL Discussion 


How can I carry out my life purpose if I follow one of 
the building trades? What seems to be the place where I 
can best serve? What are my reasons for this conclusion? 


CHAPTER XI 


THE ENGINEERING PROFESSIONS 


O far we have considered vocations that are commonly 

classed as occupations and trades. We turn from these 
to investigate the various professions. What is the 
difference between a trade and a profession? Turn back 
to the classification of occupations suggested in Part II, 
Chapter IV. Under what headings do the various occupa- 
tions so far studied belong? 


THE ENGINEERING PROFESSIONS 147 


Almost on the border line between the trades and the 
professions stands engineering. For some time there has 
been a disagreement as to the side of the line on which it 
belonged, but now it is classified with the professions by 
most authorities in the field. 

In the early days of this profession’s history there were 
but two kinds of engineers—the military engineers, who 
designed and built ships, forts, walls, weapons, military 
roads, and all kinds of machinery for war on land and sea; 
and the civil engineers whose duties covered every other 
type of engineering. The work of both these classes has 
been increased in amount and complexity. In our investi- 
gation, however, we shall limit ourselves to civil engineer- 
ing which has developed into several distinct types or pro- 
fessions. In the following discussion we must remember 
that only the principal duties of each can be mentioned 
and that in actual practice there is often an overlapping 
between the professions. 

The civil engineer cf to-day usually confines his duties 
to the making of surveys and maps; to the planning, con- 
struction, and maintenance of roads, railroads, tunnels, 
bridges, aqueducts, canals, dykes, and irrigation systems; 
and to the dredging and improvement of rivers and harbors. 

The electrical engineer is responsible for the design, 
manufacture, and installation of electrical machinery, for 
the building and maintenance of telephone, telegraph, 
cable, and wireless systems; and for the transmission and 
use of all electric power. 

The mechanical engineer is concerned with the genera- 
tion and transmission of power outside the province of the 
electrical engineer, from fuel, water, and wind; with the 
designing, building, equipping, and operating of power 
houses, machine shops, and manufacturing plants, and 
with the designing and manufacture of tools and machines 
of every kind. 


148 WHAT SHALL I DO WITH MY LIFE? 


In the mining and smelting of minerals and ores, the 
mining engineer and the metallurgical engineer work 
together. The former is in charge of all the work necessary 
in the discovery of mineral deposits, the sinking of shafts, 
the construction of tunnels, the operations .required in 
bringing the ore to the crusher, and the preparation of the 
ore for the smelter. Here the metallurgical engineer con- 
tinues the process by separating and refining the metals 
from the ore and by giving them the properties desired in 
the market. 

The industrial chemist is also an engineer by profession 
for he gives expert Judgment on manufacturing processes 
from the combined viewpoint of a chemist and an engineer, 
and takes charge of experimentation and production where 
chemical reactions are concerned. 

The architectural engineer designs buildings and _ pre- 
pares blue prints for the contractors, regularly oversees the 
process of construction, and is the court of final appeal in 
matters of difference between the contractors and the 
owner. 

The city engineer combines many of the duties men- 
tioned under the above heads, and in addition he studies 
and gives expert advice on water systems, milk supplies, 
epidemics, smoke nuisance, and other matters, that affect 
the health of the city. Specialists in the prevention of 
disease are often classified as sanitary engineers. 

In which of the above engineering professions are you 
especially interested? Why is it that more high-school boys 
are interested in engineering than in any other occupation, 
trade, or profession? 

What characteristics or qualities are essential for 
success in the engineering professions? From among 
your high-school acquaintances pick out boys whom you 
think would be successful in the above professions. What 
are the reasons for your choice in each case? 


THE ENGINEERING PROFESSIONS 149 


The following qualifications are considered essential to 
success: analytical ability, executive ability, ability to mix 
well with men, pleasing personality, aptitude for mathe- 
matics, mechanical ability, a liking for out-of-door work, 
powers of close observation, ability to handle men, willing- 
ness to undergo physical exertion, liking for chemistry, 
physics, bacteriology, ability to draw, and appreciation of 
the beautiful. Which of the engineering professions re- 
quires each of these qualifications? Where more than one 
profession may be named, select the one which especially 
demands the qualification. 

What studies in en school give special preparation for 
engineering? 

What opportunities are offered in the engineering 
profession? Probably no other occupation offers greater 
opportunities or makes a bigger appeal to the red-blooded 
boy than does engineering. The field is so broad that one 
may choose to work out of doors, and away from civiliza- 
tion as a civil or mining engineer, or, as a chemical engineer, 
in the very heart of industrial civilization. You may find 
the real joy of your work in constructing huge bridges, 
tunnels, and dams, or in discovering new compounds by 
the combination of invisible atoms and molecules. 

The working conditions of the engineer are above the 
average. In the outdoor branches of the profession this is 
especially true. The hours may be long under the rush of an 
important task, but this is the unusual. The work is 
varied and presents a continuously changing series of 
situations which demand increasing capacity on the part 
of the engineer. These conditions, together with the 
attractive salaries that are paid to men of ability, offer real 
opportunity for continued self-development. In the main, 
engineering is not a narrowing profession. It rather 
broadens the man who follows it, through its constant 
demand for a variety of talents. 


150 WHAT SHALL I DO WITH MY LIFE? 


Moreover, this profession is not so crowded as are some 
others. It is not an uncommon thing for graduates from 
engineering schools to be offered four or five attractive 
positions. The need is constantly increasing. Thomas A. 
Edison, one of our most famous technical experts, once 
said in an interview: ‘‘We do not have enough men whose 
training has been such as to enable them to cope with the 
actual conditions of life. We do not have enough men who 
understand from A to Z the science of business. Most of 
all, we have not enough engineers. In industry and in 
business, we need more men with engineers’ training. 
America needs chemists, engineers, all sorts of technically 
educated men, because this is a new country with industries 
to open up and develop, and because it is a commercial 
country with ‘big business’ to manage in the right way.’”! 

Is engineering an important occupation? Does it 
meet a real need in society? What part does it play in 
agriculture? in commerce? in transportation? in manufac- 
turing and the mechanical trades? in the building trades? 
How does it compare in importance with these occupations? 

Sir Frederick Bramwell, a prominent English civil 
engineer, once said, ‘‘The whole of the material needs of 
humanity, and many of its intellectual requirements, are 
either satisfied through the labors of the engineer or are 
under obligations to these labors.’”? What do you think of 
this statement? Does it seem to make engineering too im- 
portant? If so, in what respect is it wrong? 

Which of the engineering professions mentioned on 
pages 147 and 148 meets the greatest need of mankind? 
Give the reasons for your answer. 

Suppose you have decided to enter one of the engineering 
professions, where will you find the place of greatest need? 

A civil engineer who built a ‘‘highway for the 
King himself.’’ Alec was lost in his book. For years 


1Quoted by Gowin & Wheatley ‘“‘Occupations,’”’ p. 241. (Ginn & Company.) 


THE ENGINEERING PROFESSIONS 151 


his Scotch heart had thrilled at the deeds of his fellow 
countryman, the world-renowned Livingstone. Now, he 
forgot everything as he turned the pages of Stanley’s great 
book, ‘How I Found Livingstone.” He came to these 
words: “For four months and four days, I lived with 
Livingstone in the same house, or in the same boat, or in 
the same tent, and I never found a faultin him. . . . Each 
day’s life with him added to my admiration for him. His 
gentleness never forsakes him: his hopefulness never 
deserts him. He has the Spartan heroism, the inflexibility 
of the Roman, the enduring resolution of the Anglo-Saxon. 
The man has conquered me.” 

Quietly Alec closed the book and sat looking into the 
fire. If only he could follow in the footsteps of Livingstone; 
if only he could carry on the work that the great explorer 
had recently laid down! But he was an engineering stu- 
dent, whose qualifications and tastes found expression in 
the designing of engines and machinery. Of what use could 
an engineer be in Africa? Just then his eye caught a 
paragraph in the newspaper that was lying on the table 
not far from Stanley’s book. The paragraph contained the 
words of Stanley himself: 

“King Mtesa of Uganda has been asking me about the 
white man’s God. O that some practical missionary would 
come here! Mtesa would give him everything that he 
desired—houses, land, cattle, ivory. It is the practical 
Christian whocan . . . cure their diseases, build dwellings, 
teach farming, and turn his hand to everything like a sailor 
—this is the man who is wanted. Such a one, if he can 
be found, would become the saviour of Africa.’ 

This young engineering student could ‘‘turn his hand to 
everything.” Here was his call—and Alexander Mackay 
did not hesitate in answering. Within four months he was 
on his way to Uganda. 

From Zanzibar on the seacoast to the inland country of 


~ 


152 WHAT SHALL I DO WITH MY LIFE? 


Uganda was a journey of about twelve hundred miles. The 
first part was through swamps and forests over a narrow 
and often impassable trail that covered several hundreds 
of weary miles. Mackay was stricken with fever, so that 
before even the first stage of the journey was finished he 
had to be sent back to the coast to regain his strength. 
His companions, however, pushed on to the shores of the 
great inland sea, Victoria Nyanza, where they assembled 
the boat which had been carried in sections by the bearers. 
In this they expected to complete the remainder of their 
long journey to Uganda. 

When Mackay had sufficiently recovered his strength, 
he determined to take a practical step toward the opening 
up of this section of the Dark Continent. He, himself had 
experienced the difficulty of overland travel. Unless an 
easier method of transportation were first made possible, 
not much could be done for Uganda. What was needed 
was a road from the coast to the inland waterway. So 
Mackay began. For more than three long months he and 
his helpers worked with pick and shovel, saw and ax, 
triumphing by sheer skill and by the power of will over a 
thousand seemingly insurmountable difficulties, until the 
great road, two hundred and thirty miles in length, finally 
reached Mpwapwa. 

One night as he sat by the side of his partially completed 
road, tired from the strenuous work of the day, Mackay 
wrote home, ‘‘This will certainly be a highway for the 
King himself; and all that pass this way will come to know 
his name.” 

This is but the first episode in the great story of Alex- 
ander Mackay, of Africa, whom the people of Uganda 
called ‘‘Mazunga-wa-Kazi” or ‘“ White-Man-at-Work.”’ 
Shipbuilder, blacksmith, machinist, implement maker, 
and well digger, he brought to the people the story of Jesus 
the Christ, who was himself a carpenter. Some believed, 


THE ENGINEERING PROFESSIONS 153 


but just a short time before his death, these disciples were 
burned by a half-mad, tyrant king. When the fever finally 
conquered him, what did this young engineer have to show 
for his life? Practically nothing but the first rough road 
that he had built. 

To-day in the capital city of Uganda stands a fine 
‘Christian cathedral, the King and his Prime Minister are 
both followers of the Christ, and there are some seventy 
thousand of their people who worship him. Alexander 
Mackay, the Scotch engineer, did not live and die in vain. 
How prophetic was his vision when by the side of his half- 
made road he wrote: ‘‘ This will certainly yet be a highway 
for the King himself; and all that pass this way will come 
to know his name.” 


NotTesBook ASSIGNMENT 


Make a list of the qualifications necessary in the engi- 
neering profession in which you are most interested. Com- 
pare it with your list of qualifications, underscoring once 
those which you possess and twice those in which you 
excel. Why are you interested in this profession? 


For SpeEcrAL Discusston 


If I should enter the engineering profession, how could 
I carry out my life purpose? Where is the greatest need for 
an engineer with a purpose similar to mine? Could I meet 
that need? 


154 WHAT SHALL I DO WITH MY LIFE? 


CHAPTER: XII 
LAW 


N the early days there was but one set of rules that 
governed human conduct. These rules were regarded 
both as religious tenets and as civil codes and were inter- 
preted by the lawyer priest. As the State developed, the 
same division of labor occurred which we have seen in other 
occupations and the civil law of the State was separated 
from the religious law. With this separation the lawyer 
and the priest became different individuals. The result 
was the establishment of a distinct class, or profession, of 
men learned in legal affairs. 

In Roman history, the era of civil lawyers began about 
three hundred years before the birth of Christ. There 
arose a special class of men, experts in the laws of the State, 
who acted as professional counsels and public expositors of 
legal principles. Their rise to a place of importance was 
due to the coming into public office of men from the 
plebeian classes who were unlearned in matters of law and 
therefore compelled to seek advice from specialists. Thus, 
from the very beginning of their history, lawyers exercised 
a great influence in Rome. 

The lawyer did not play an important part in English 
history, however, until after the year 1275, when the 
Statute of Westminster fixed a penalty for misconduct by 
“sergeant counters.”? This “sergeant counter” or “ser- 
geant advocate” was evidently first employed by the 
king, for the title “sergeant”? means ‘‘servant”’ of the 
king. After he had demanded for himself the privilege of 
employing a legal adviser, the king could hardly refuse 
others the same right. For a time all who desired to secure 
the services of lawyers were compelled to receive a license 
from the king, but later he licensed the lawyer before the 


LAW 155 


bench. Thus the bar became an integral part of the 
judicial system with rights, duties, and functions as 
distinct and almost as important as those of the bench 
itself. 

Since those early days the law has increased in impor- 
tance until it now stands as one of the favored professions, 
numerically speaking. The last census of the United States 
shows that there are 113,000 lawyers, or one to every 350 
of our male population. As a result of this large proportion 
of lawyers, law is a very much overcrowded profession. 
Particularly is this true of the larger cities, where less than 
one third of the lawyers are making a living through their 
practice. In order to make a living a great number must 
take up some side line, such as selling insurance or real 
estate, reporting for newspapers, and doing back work for 
successful lawyers. A prominent Philadelphia attorney 
recently said that of the 2700 or more lawyers in that city, 
less than 700 were making even a bare living from their 
practice, and less than a fourth of these were becoming 
well-to-do. What does this overcrowded condition mean 
for those who are planning to enter law? What must be 
their capabilities? Is this a discouragement or a challenge? 
It is well for the boy and girl to consider these questions 
when thinking of law as a possible life work. 

What are the qualifications essential in becoming 
a successful lawyer? Before deciding upon a profession 
in which so many thousands are failing, it is important to 
weigh this question of essential qualifications very care- 
fully. Are you acquainted with a successful lawyer? What 
qualifications has he which have helped him to succeed? 
Talk with him regarding the qualifications which he con- 
siders essential to suecess. Do you know any lawyers who 
are not succeeding? What are the causes of their failure? 

A study of several successful lawyers has suggested 
certain qualifications: The first is a character qualifica- 


156 WHAT SHALL I DO WITH MY LIFE? 


tion—a strong will, unwavering determination, and an 
unconquerable power to resist temptations of every kind 
are fundamental. The second is a temperamental quali- 
fication—the successful lawyer is aggressive, loves a rough- 
and-ready encounter in which he delivers blow for blow, 
but never loses his poise and self-control. The third is an 
intellectual qualification—the knowledge of when, where, 
and how to strike, which comes to the analytical mind 
prepared by careful and exhaustive study of all available 
material. The fourth is an ideal, which adds to the fore- 
going qualifications an intense devotion to law as the 
protection of the inalienable rights of mankind and a high 
resolve to give everything in this great cause. 

This is only a partial list of qualifications. What others 
would you add? Are there any given above that you would 
not include as essentials? Why? 

What opportunities are offered by this profession? 
Probably it would be better first to ask what disadvantages 
there are in following the profession? One of these has been 
mentioned before and the others are in some respects a 
result of this. What is the outstanding disadvantage? 
How much preparation is required of a lawyer? High 
school, plus college, plus law school equals how many 
years? Are all necessary? Add to this from two to five 
years which must be spent in getting started, and the 
grand total of years during which, financially, everything 
is going out and very little coming in, presents a real 
difficulty to the average boy or girl. Why is it not an in- 
surmountable difficulty, however? If you were reasonably 
certain that your right life work is in practicing law, how 
much time would you be willing to spend in preparation? 
Anyone who has listened to a plea by a skilled lawyer 
cannot but feel the thrill of the skirmish, the fascination of 
his keen and logical reasoning, and the excitement of sus- 
pense in waiting for the jury’s verdict. But these are 


LAW 157 


merely the superficial attractions of one phase of the work. 
Law offers every opportunity for the development of self 
through study, through contacts with men and women in 
all walks and conditions of life, and through frequent 
opportunities for participation in public affairs. The 
successful lawyer’s working conditions are largely of his 
own making and his salary is adequate for all his needs. 
Some of the largest: salaries paid in any occupation are 
paid to lawyers. 

It is well to note, in passing, that the knowledge of law 
is useful outside of its actual practice. It is a very desirable 
part of the equipment of real estate dealers, bankers, 
collectors, manufacturers, and others who must carry on 
their business under established state and national laws. 

In concluding our discussion of law as a profession, it 
may be interesting to remember that, of the Presidents of 
the United States, two thirds have been lawyers and a 
similar proportion of lawyers is found in Congress among 
our Senators. More than half of the Representatives have 
been elected from the legal ranks and the same figures hold 
true for state legislators, so that it 1s safe to infer that legal 
training may be a stepping-stone to political position. 
There will always be a demand and a place of honor in the 
annals of state and nation for fearless and upright judges, 
for sincere and honest interpreters of the law, for staunch 
defenders of sacred constitutions. 

How would you summarize the personal advantages of 
the legal profession? 

Of what importance is the profession of law to 
society? Enough has already been said in the discussion 
to answer this question. What do you think is its impor- 
tance? Could we get along just as well without lawyers? 
Why is it necessary to have civil laws? What is the ideal 
function of a lawyer? It is sometimes said that the real 


1The above figures are quoted from the ‘‘International Encyclopedia.”’ 


158 WHAT SHALL I DO WITH MY LIFE? 


business of a lawyer is to protect those who have broken 
the law and are facing punishment. How far is this true? 
When should a lawyer defend a man who he knows is 
guilty? 

Former Vice President Thomas R. Marshall made the 
following statement regarding the importance of the pro- 
fession of law: ‘‘Until I entered public life my occupation 
was that of a lawyer. So infinite are the possibilities for 
both good and evil in the pursuit of this profession that I 
believe a young man who contemplates entering it should 
remove his sandals as though he were standing upon holy 
ground. I think he should search his soul and ascertain 
what his life ambition is. If it be to get rich, he should stay 
out of the profession. If, however, he seeks justice and is 
willing to make sacrifices in order that justice may be done 
and to that end will be content with a bare living, next to 
the gospel ministry and the practice of medicine, it affords 
the greatest opportunity for a studious and thoughtful 
man.” 

Does the legal profession then, meet a real need? Where 
can a lawyer find the place of greatest service. 

The lawyer who learned how to serve. There is often 
a tendency to believe that right conduct may be secured 
by just laws. Men and women feel that as long as they do 
not break the nation’s laws, they are doing all that is 
required of them. With this feeling in his heart, there came 
to Jesus one day a certain lawyer, possibly desirous of test- 
ing his orthodoxy, with this question: ‘‘ What shall I do to 
inherit eternal life?”? Jesus at once turned the question 
back to the lawyer for the answer. ‘“‘What is written in 
the law? how readest thou?” Luke 10:25-28. 

Then follows one of the most beautiful of all Jesus’ 
parables, that of the Good Samaritan, which concludes 
with this searching question: ‘Which of these three, 
thinkest thou, proved neighbor unto him that fell among 


JOURNALISM 159 


the robbers? And he said, He that showed mercy on him. 
And Jesus said unto him, Go, and do thou likewise. 
Luke 10:30-37. 
What was the lesson that Jesus wanted to teach the 
lawyer? 
NoTeBook ASSIGNMENT 


List the qualifications that are essential to success in 
law. Compare them with your own qualifications, under- 
scoring once those which you possess, and twice those 
which you possess in a high degree. What does this com- 
parison show you? Does the legal profession interest you 
as a possible life work? What are the reasons for your 
answer? 

For SpeciaL Discussion 


Could I carry out my life purpose by making law my life 
work? In what ways would this be possible? Where should 
I find the field for greatest service? What actual illustra- 
tions are there of lawyers who are following out the lesson 
Jesus taught in the parable just quoted? 


CHAPTHRReXITI 
JOURNALISM 


OURNALISM is one of the outstanding professions. In 
point of time it is comparatively modern, as it came 
into existence along with the newspaper at the beginning 
of the sixteenth century. Two ancient empires issued daily 
records similar in some respects to the modern newspaper. 
The Peking Gazette, T’ching-pao, or “ News of the Capital,” 
has been printed by the Chinese Government since about 
the middle of the eighth century; Rome issued the Acta 
Diurna or “ Daily Occurrences” until the very downfall of 
the Western Empire. 


160 WHAT SHALL I DO WITH MY LIFE? 


These official issues, however, have no relationship to the 
modern newspaper. Its history began with the issuing of 
single news sheets, often in the form of letters. Some of 
these early news letters have been preserved and certain 
interesting accounts of such matters as the discovery of 
America, wars, earthquakes, executions, burning of witches, 
and the like. From these single-page sheets, through a 
fascinating series of developments, has come our modern 
newspaper, with its pages of news, editorials, features, and 
advertisements. 

What is the purpose of the newspaper? How would you 
define journalism? Is it broader than merely newspaper 
work? 

What opportunities are offered by journalism? 
The profession of journalism offers certain advantages that 
are combined in no other occupation. The journalist meets 
leading men and women in all walks of life, keeps in touch 
with the events of the day, is constantly meeting new and 
interesting experiences, and always has the opportunity 
for self-expression, which is frequently called “‘the most 
basic form of human enjoyment.” 

The very nature of his work is a constant source of 
development for the journalist. It requires that he con- 
tinually improve his talents, that he think quickly and 
accurately, that he be able to put his thoughts rapidly on 
paper in a style that is smooth, clear, and concise. He also 
has the opportunity to specialize according to his particular 
interest, for he may contribute to the sporting page, the 
financial section, the book reviews, the dramatic and 
musical criticisms, the society page, and the feature sec- 
tions. Men and women who can do good work in more 
than one of these fields have a greater chance for employ- 
ment, but they will find keen competition, for journalism 
is becoming increasingly popular as a profession. 

Journalism has often been the gateway to other fields of 


JOURNALISM 161 


literature, which are important but cannot be discussed 
here because of lack of space. Many of the successful 
writers of modern fiction, drama, poetry, essays, and his- 
torical books received their training in preparing “copy” 
for the newspaper. The advertising profession, which is 
becoming more and more important, recruits many of 
its followers from the kindred profession of journalism. 

How would you summarize the opportunities offered by 
journalism? From a newspaper man of your community 
find out what salaries are paid to reporters, and what 
opportunities are offered by his paper. 

Journalism demands certain qualifications. Some 
of these are evident from the preceding discussion. Look 
over an edition of one of the large city newspapers and 
separate the various types of writing that go to make it 
complete. What qualifications do you think are demanded 
in each of the writers? Talk with a newspaper man regard- 
ing the qualifications he thinks essential to success. 

Why do you think the following qualifications have been 
named among those essential: ‘“Good manners, some re- 
finement, strong physique, literary ability, quickness of 
thought and action, will power, perseverance, willingness 
to make enemies for the sake of the right, the ability to 
work hard, fast, and long.” What other qualifications 
would you add to complete this list? 

It is not difficult to find an opportunity to try your 
ability in newspaper work. Practically every high school 
has a paper or annual, and many editors of local papers 
accept news items about school events. You can try your 
hand in any of these directions. Of course, you have an 
English teacher who demands ‘‘themes,” short stories, and 
the like. If you are thinking of the journalistic field, it will 
be well to take that teacher into your confidence in order 
that you may secure expert help wherever you may be most 
in need of it. 


162 WHAT SHALL I DO WITH MY LIFE? 


Journalism makes an important and essential 
contribution to the welfare of society. We are living 
in an age of democratic government “of the people, by the 
people, and for the people.”’ The success of such a form of 
government depends almost entirely upon the ability of 
the people to govern themselves wisely, for “‘the greatest 
happiness for the greatest numbers,’”’ which, in turn, de- 
pends largely upon the intelligence of each citizen. The 
newspapers of a country are to a great extent responsible for 
the general intelligence of its citizens. Many of the men 
and women who have the greatest influence in stimulating 
thought and in molding public opinion are among the 
editors and correspondents of our newspapers and periodi- 
cals. This influence is almost incalculable in its extent. 
The circulation of the daily press has reached tremendous 
proportions and is constantly increasing. Cheap transpor- 
tation and the rural free delivery of mail have taken the 
newspapers and periodicals into almost every section of 
this great country, so that although our total population is 
only about five per cent of the total population of the 
world, we read more than forty per cent of the world’s 
newspapers. It is almost impossible to estimate the im- 
portance of the newspaper and periodical in our national 
life. ‘‘The editor, the journalist, the reporter hold in their 
hands the future of America.” 

Do you agree or disagree with the last statement? on 
what grounds? 

Journalism within the Church. There is one section 
of the great field of journalism that is of peculiar interest 
to those of us who are directly responsible for the establish- 
ment of the principles of Jesus. This is the field of the 
Church press, which is continually enlarging both in scope 
and influence. Religious books are in demand as never 
before, and the Church press publishes many devotional, 
historical, and poetical works, books of fiction, and the like, 


JOURNALISM 163 


as. well as a large amount of lesson materials for use in 
various types of church-school work. A great many more 
are published by the independent press. Important as is 
this specialized field of religious journalism, of equal im- 
portance is the issuing of Church periodicals. 

According to the “Year Book of the Churches,” there 
are almost five hundred magazines and periodicals in use 
among the various Churches in this country. Of course, 
this means a large number of editors, business managers, 
and writers of every kind, both men and women, with a 
high order of talent. Such work is of great importance to 
the Church, as these periodicals are not only the clearing 
houses for the news of the respective denominations, but 
they also help to deepen the spiritual life of their readers. 
For this reason, the best trained and most skillful writers 
are in demand. The Church offers a permanent place and 
a life work with a future to young men and young women 
who ean qualify for this high type of journalism. 

What official periodicals does your denomination pub- 
lish? Where is the headquarters for such work? Of what 
Board is it a Department? Who is the editor in charge of 
that Department? 

The American journalist in other lands. One of the 
most important tasks that faces the Church in its world- 
wide mission is giving the printed word to all nations. 
This is the first step in education and an essential in 
evangelization. The Bible itself, which is often called “‘the 
world’s best seller,” has been translated into almost five 
hundred distinct languages and dialects. Jn many in- 
stances, the work of translation was carried on in languages 
that were not written, requiring the preparation of gram- 
mars and dictionaries. Other books and periodicals have 
followed until to-day religious journalism is an established 
profession in almost every field. 

Periodicals especially are filling a place of real impor- 


164 WHAT SHALL I DO WITH MY LIFE? 


tance. Some carry news for members of the Church, others 
are designed to be read by men and women who do not 
believe in Christianity. The daily newspaper, too, has 
made its appearance. In 1921, the Great Light Daily was 
established in China by leaders of the Chinese Church, 
and Zululand supports two Christian newspapers, the 
Iwest and the Llange. Most of the fields, however, have no 
such papers, although the need for them is great. In the 
city of Madras, India, theosophy has two daily newspapers, 
but Christianity has not even one in the whole of the 
country. 

What opportunity is there for the Christian journalist 
as a missionary abroad? How important is this work? 
Where are the most important mission presses of your 
denomination? (The Presbyterian Magazine for Decem- 
ber, 1922, p. 715, describes the new Syria Press at Beirut.) 


NoTreBook ASSIGNMENT 


Complete the list of qualifications essential in a journal- 
ist. Compare these with your own qualifications, under- 
scoring once those which you possess, and twice those in 
which you excel. Are you interested in journalism? What 
reasons can you give for your answer? 


For SpectAL Discussiton 


How could I carry out my life purpose as a journalist? 
Where could I be of greatest service to my fellow men? 
What preparation would I need? What studies in high 
school are especially valuable for a person who is planning 
to become a journalist? 


THE TEACHING PROFESSION 165 


GHA PLRReXLV 
THE TEACHING PROFESSION 


HE history of education begins very early in the 

development of the race. At first, among primitive 
peoples, it was largely practical and was centered in the 
family group. It was essentially a training given the child, 
usually with the parents as teachers, in the approved 
methods of supplying his need for food, clothing, and 
shelter. Inasmuch as his religion was closely related to the 
securing of all these necessities, it came to occupy an im- 
portant place in his education. As these activities de- 
veloped a variety of ceremonial observances, a priesthood 
became necessary with a specialized education. From these 
beginnings has grown the modern educational system. 

The first people to establish a system of education based 
on scientific principles were the Greeks. From the middle 
of the seventh century, B. c. there were elementary schools 
of two classes in Athens: the music school, which later 
added instruction in reading and writing, and the palestra, 
or gymnasium, which taught gymnastics and dancing. 
The purpose of early Greek education was preparation for 
the duties of citizenship, which included military, political, 
and religious activities. Later, education came to be 
thought of as important not only for the State but also for 
the individual, so that Plato could define it as follows: 
“Good education is that which gives to the body and to 
the soul all the perfection of which they are capable.” 

From those days in early Greece until the present 
twentieth century, education has been of varying impor- 
tance and character. Its history is a continuation of lights 
and shadows, but never have the shadows deepened into 
utter darkness and never has the light seemed brighter 
than it does to-day. Education is of fundamental impor- 


166 WHAT SHALL I DO WITH MY LIFE? 


tance to democracy. This fact has given a tremendous 
impetus to the number of schools established and the high 
quality of work required. Everyone is more or less familiar 
with the school system of our country. 

How many years does the public-school system cover? 
What is meant by “graded’’ schools? How many grades 
are there? How do “rural”’ schools differ from “graded” 
schools? Does the teacher have to do anything in addition 
to teaching? In how many subjects does the teacher in- 
struct? Are there any teachers who teach only one subject? 

As in every other field, so in education, specialization is 
increasing. New demands are being made upon the school, 
and specialists must be found capable of meeting these 
demands. What are the duties of the commercial teacher? 
the art supervisor? the supervisor in music or penmanship? 
the agricultural teacher? the teacher of manual training? 
What is the purpose of the public-school system? 

What qualifications must a successful teacher 
possess? Each boy and girl has had some experience with 
teachers and has formed some very definite ideas regarding 
them. Without becoming personal, describe the qualities 
that you appreciate most in your teachers and then add 
those that are least desirable. Imagine yourself the 
principal of a high school with the problem of securing three 
teachers, one for the English department, one for manual 
training, and one for chemistry. What general questions 
would you ask all of the applicants? What general 
questions would you ask those who were named as refer- 
ences by the applicants? What information would you 
want relative to special qualifications for the position 
sought, both from the applicant and from his references? 
Review these lists of questions and leave out all that you 
do not consider essential. From the questions that remain 
in your notebook make a list of qualities that the success- 
ful teacher must possess. 


THE TEACHING PROFESSION 167 


What opportunities does the teaching profession 
offer? If you think only of yourself and your personal 
development, what are the inducements in the field of 
education? In reply to the question, ‘‘What are you 
yourself getting out of your work?” a teacher once said: 
“My work is giving me a real job, twelve hours a day and 
seven days a week. It is giving me the mastery of those 
subjects that I teach. It is giving me the opportunity of 
travel and of intelligent appreciation of other countries 
and peoples. It is giving me social contacts with peoples 
from all classes, rich and poor, ignorant and intelligent. 
Most of all, however, it is giving me a worth-while service 
for my country and my God.” 

From the financial point of view, very few teachers be- 
come rich. Their salaries are not large, but in general they 
are adequate. In rural schools and in graded schools of 
small towns they begin as low as $40 a month and range 
upward in the city schools to about $200 and even more 
for specialized supervisors, department heads, principals, 
and superintendents. The average yearly salary for 1920 
was about $876. Your state superintendent of public 
instruction will be glad to give you information regarding 
the qualifications required and the approximate salaries 
paid in the various positions in your state. 

Talk with men and women in the teaching profession, 
whom you know. What do they think of the personal 
opportunities offered? Is it a growing career? Does it 
allow for creative work? Is it a healthful occupation? 
Does it have a real future? How many years of service are 
possible? What are the opportunities for advancement? 
What opportunities are there for pi ofessors in colleges and 
universities? What are the disadvantages of the profession? 

From your investigation how would you summarize the 
personal advantages of the teaching profession? 

Does the profession make a necessary contribution 


168 WHAT SHALL I DO WITH MY LIFE? 


to the welfare of society? In discussing the important 
part played by journalism in the growth of this country, 
what was said that is even more true of education and the 
teaching profession? Why do the city, county, and state 
spend so much money in building and constructing schools? 
What per cent of the taxes paid in your community goes to 
support the school system? Why do the taxpayers agree to 
such a percentage? There have been times when each one 
of us wished that there were no such things as schools. 
Suppose that all the schools were suddenly taken away 
from your community. Describe what you think the re- 
sult would be now, ten years from now, fifty years from 
now. Almost twenty-five years ago, Professor William 
James in the first of his “Talks to Teachers” said, “‘The 
teachers of this country, one may say, have its future in 
their hands.” If he were making the same talk to-day, 
how do you think he would change that statement? Com- 
pare this with a similar statement made by President 
Coolidge. In his introduction to Charles W. Duke’s small 
book “ Getting Ahead as a Teacher” (published in the latter 
part of 1923 by the Handy Book Corporation) he stresses 
“the importance of the work of teaching the young.” He 
says, “If the muster roll were to be ealled of the first line 
defense to our country, it would include a list of those who 
teach the young.” 

Where can the teacher be of greatest service to society? 

The teacher at work in the Church. There is a new 
and rapidly developing field for the trained teacher in the 
Church. Religious education is becoming the central and 
most important part of its program, not only for its own 
upbuilding, but also for the safe and sure upbuilding of 
democracy. We believe, as a result of all our experiences, 
that democracy can be safe only as it rests upon an educa- 
tional foundation cemented together with the knowledge of 
Jesus Christ and his teachings. Education may fail, as it 


THE TEACHING PROFESSION 169 


did in the case of imperialistic Germany. Such failure can 
be prevented if the ideals of the great Teacher are not 
forgotten and men are brought to know and follow him as 
their Saviour and Guide. 

This is the responsibility of the Church, made heavier 
because of two facts: First, the public schools cannot and, 
we believe, should not attempt to teach religion; second, 
the home is gradually placing upon the Church its re- 
sponsibility as a teacher of religion. The Church in meeting 
this increasing responsibility is strengthening its educa- 
tional work, adding Daily Vacation Bible Schools and 
schools of week-day instruction, employing trained teachers 
and leaders for all phases of its educational program, 
securing especially qualified men and women to supervise 
this entire program as directors of religious education, and 
establishing in its colleges and universities, professorships 
for the training of these specialists in religious education. 

“Tn the United States and Canada a major emphasis is 
being placed upon religious and moral education,” writes 
Norman E. Richardson in his pamphlet, ‘‘ Religious Educa- 
tion as a Vocation.’”’ (Occasional Papers No. 1. North- 
western University.) ‘This widespread and _ typically 
democratic movement is creating an imperative demand 
for a new vocation. Religious education is rapidly becom- 
ing recognized as a distinct calling and life work. The 
movement is in great need of the services which only 
thoroughly trained leaders can give. To such leaders it 
guarantees adequate financial support and unlimited 
opportunities for service.” 

The Church and its schools. Everywhere that the 
Church has gone, the school has been by its side. On some 
occasions the school has preceded the Church. To-day one 
of the greatest works that the Church is carrying on is the 
educational work at home and abroad. So extensive and so 
important is this work that it is difficult to choose any 


170 WHAT SHALL I DO WITH MY LIFE? 


example which is adequate. Both the Board of Foreign 
Missions and the Board of National Missions will be glad to 
send information regarding their schools. Only one story 
can be told here and that because, in spite of its interest, it 
is little known. 

George W. Chamberlain was giving his life to the bring- 
ing of a living Christ to Brazil. As an outpost in his fight 
against superstition and ignorance, he established an 
American primary school in the heart of Sio Paulo. This 
was in 1871. The little school has grown until to-day it is 
the Mackenzie College of Brazil, with a high school, a 
commercial high school, and complete primary and gram- 
mar grades. Competent judges have pronounced it the 
foremost educational institution in South America. Re- 
garding its work, Dr. W. A. Waddell, the president of the 
college, says: “The record of achievement is a remarkable 
one. Thousands of children and youths have been under 
the school influence for various terms of from one to four- 
teen years, and this influence has molded their lives and in 
very many instances affected the communities from which 
they came.” 

That school is but one of hundreds that are ‘‘molding 
the lives” of boys and girls throughout America and the 
world. The future, not only of a nation but also of the 
world, is in the hands of the teachers. Where could a 
teacher give more service and have greater influence in 
shaping the destiny of to-morrow than in one of these 
schools of the Church, established because there is a great 
need that must be met? 


NotTeBook ASSIGNMENT 


With the list of necessary qualifications which you have 
prepared, compare the list of your own qualifications, 
underscoring once those which you possess and twice those 
which you possess in marked degree. Would you make a 


MEDICINE 171 


first-class teacher? Are you especially interested in teach- 
ing? What do you think is the reason for your answer? 


For Speciat Discussion 


If I should become a teacher, how could I carry out my 
life purpose? How do teachers, whom I know to have a 
similar purpose, carry out that purpose? Where could I 
best invest my life as a teacher? 


GHA P THR: XV: 
MEDICINE 


HE practice of medicine is probably as old as man 

himself. The oldest records indicate the existence of a 
great amount of medical knowledge and a well-established 
medical profession as early as the sixteenth century B. c. 
The priests were the doctors and their practice was largely 
specialized. Not much progress was made from one 
generation to another since traditional knowledge and 
practice were accepted as the last word. 

The Hebrews received much of their knowledge of 
medicine from the Egyptians and made their greatest 
contribution in public hygiene and sanitation. Every 
ancient nation that had any civilization whatsoever had 
some established medical knowledge and a class of men 
who practiced medicine. India, China, Greece, Rome, 
Arabia, each played its part in the progress of medicine. 
Do uncivilized peoples also have “doctors”? Who was 
the “doctor” of the North American Indians, and how did 
he “practice”? How would the “medical knowledge and 
practice’ mentioned above compare with that of our own 
country to-day? 

Great as was the progress of medical science in preceding 
centuries, it was entirely eclipsed by that of the nineteenth 


172 WHAT SHALL I DO WITH MY LIFE? 


century. A brief summary of the important discoveries of 
this century indicate to a certain extent the scope of the 
profession. ‘Probably no one of the professions has made 
more progress in the nineteenth century and stands in a 
more advanced position at the opening of the twentieth, 
than that of medicine. The invention of general anzes- 
thesia by ether and afterward by chloroform; of local 
anzsthesia by cocaine; the determination of the cause of 
suppuration in wounds leading to antiseptic surgery, with 
all its possibility of cure by surgical operations of what was 
before incurable; the discoveries in the laboratory of the 
origin of disease, and the toxines with which to combat it; 
the invention of various instruments to examine the hidden 
parts of the body, as well as a new source of light by which 
even the skeleton is plainly seen, with numerous other 
advances, open a great field for him who is properly fitted 
to enter upon the practice of medicine and surgery.’”! 

Such a summary as the above suggests that there must 
be specialization in the field of medicine. How many 
different specialists are there in your community? What 
particular kind of work does each do? How may a general 
practitioner become a specialist? 

Closely allied to the doctor and occupying places in the 
field of medicine are the dentist, the nurse, and the 
pharmacist. You can undoubtedly talk with some one 
about the work of each. They are all important and each 
has its specialized field, but it is impossible to give more 
space to their discussion. 

What special qualifications are required of the 
doctor? Talk with your family physician or with some 
doctor in your community and ask him what he considers 
the three most necessary qualifications for success in his 
profession. From your own knowledge of the work of the 


1Dr. Daniel Bennett St. John Roose, cf the New York Postgraduate Medical 
School. 


MEDICINE 173 


doctor what qualifications would you consider necessary? 

Why is the practice of medicine a severe physical strain? 
If you were choosing between two doctors, would you 
choose the one you like the best or the one who knows the 
most? Why? What help is it to a doctor to have a 
pleasing personality? If a boy gets confused in the ninth 
inning of the ball game he is pitching, when the best batter 
of the other team faces him, with the bases full, do you 
think he would make a good doctor? What are the reasons 
for your answer? Do you think the boy who quits when he 
gets slightly hurt in football would make a good doctor? 
How about the basketball player who plays for the number 
of baskets he himself can make, rather than that his team 
may win? What change will the boy have to make who 
now ‘‘gets by” in any way that he can in school, who is 
just as “crooked” as it is possible to be without getting 
caught, who cannot be counted upon to keep any secrets 
with which he is intrusted? 

From the above discussion complete your list of the 
qualifications necessary for success as a physician. What 
changes would you make in the case of a nurse? a dentist? 
a surgeon? 

What are the advantages of the medical profession? 
To the boy and girl looking forward to the medical pro- 
fession the disadvantages often appear so great that the 
advantages seem very small in comparison. Before one 
can begin the practice of medicine he must complete at 
least two years of college (the better medical schools are 
now requiring a full college course of four years), four 
additional years in a medical school, and one more year of 
hospital experience, with graduate work for the specialist. 
All of this preparation means years of hard study and long 
hours of laboratory work, high tuition with little time for 
saving money, and often the examinations of the medical 
school and State Board have been passed several years 


174 WHAT SHALL I DO WITH MY LIFE? 


before a paying practice can be secured. The path to the 
position of a doctor of medicine looks hard and uninviting. 

It is a challenge, however, that does not pass unheeded 
by those who hear the call of medicine. The joy of the 
work, the mastery of special and difficult subjects, the 
changing problems and situations, the constant demand 
for the very best talents and skill, the unlimited oppor- 
tunity for discovering the cure for some dread disease, the 
confidence, respect, and love of one’s associates, all these 
are but a part of the attractions of medicine. A young 
doctor said: “I can walk through the toughest sections of 
Philadelphia at any time of day or night without fear. All 
men respect me because of my little black bag. I am proud 
of my profession.” 

All of these facts mean that the doctor finds great 
opportunities for self-development. His hours are long and 
his vacations short, but his income allows him to live 
comfortably and insures him the privilege of improving his 
abilities if he cares to take advantage of it. 

How would you summarize the advantages of the 
medical profession? What changes would be made in this 
discussion if we were considering nursing or dentistry? 

The greatest attraction. The greatest attraction of 
the medical profession lies in the opportunity it offers to 
meet a real need of man. It is a service profession of a very 
high order. Jesus himself set the example: “And Jesus 
went about in all Galilee, teaching in their synagogues, and 
preaching the gospel of the kingdom, and healing all man- 
ner of disease and all manner of sickness among the 
people.” Matt.4:23. What other examples can you give 
of Jesus’ healing the sick? Why do you think medicine is 
‘“‘a, service profession of a very high order’’? 

It is difficult to appreciate fully the important place 
occupied by the doctor until you suddenly find yourself in 
a country where none is available. Suppose that all the 


MEDICINE 175 


doctors, nurses, hospitals, drug stores, and medicines should 
be taken away from your community; what would be the 
result? Try to picture the unnecessary suffering, the 
epidemics of contagious diseases, and the preventable 
deaths that would result. 

Does the medical profession meet a real need of society? 

An oasis of health in a desert of disease. There is 
in the United States and Canada about one doctor to every 
six hundred and twenty-five people. In China, however, 
there is only one medical missionary to every twelve hun- 
dred thousand people. In other words, if the people of the 
United States and Canada had only the same proportion 
of doctors as have the people of China, we should have for 
both of these great territories less than one hundred 
doctors! Nor is China alone in this great need. Every other 
mission land, except Japan, faces death rates so high that 
the same rate would completely depopulate France in one 
year and the United States in less than three years. These 
non-Christian lands are a veritable desert of disease. 

Here and there you will find an oasis of health, a hospital, 
doctors, nurses, and medicines. Of one such oasis, Bishop 
Walter R. Lambuth writes in “Medical Missions” (pp. 
128, 129)!: ‘The American Presbyterian Hospital at 
Miraj, India, under the administration of Dr. W. J. 
Wanless, is an illustration in the extent of its work, its 
growth in self-support, and in the multiplication of its 
agencies, of what can be accomplished under intelligent and 
masterful leadership. It has one hundred and thirty beds, 
treats over two thousand in-patients, and more than forty 
thousand out-patients annually, and has four branch dis- 
pensaries. It has been conducted on such a sound basis 
that it has been practically self-supporting from the begin- 
ning. During the past six years, in addition to current 
expenses, it has enlarged its plant to the amount of $40,000 


1Missionary Education Movement. 


176 WHAT SHALL I DO WITH MY LIFE? 


from funds raised on the field—mainly the gifts of patients. 
The work of three hospitals and seven dispensaries in the 
Western India Mission, are all extensions of the Miraj 
work and costs the home Church, exclusive of missionaries’ 
salaries, less than $4,000 annually. A physician and a 
nurse, both Americans, are supported by the hospital.” 

It becomes a matter of both astonishment and admira- 
tion when we sum up in figures alone the personal service 
rendered by this one medical missionary in twenty-eight 
years. During that period Dr. Wanless has performed more 
than 25,000 operations. We are not surprised to learn that 
“his name has come to be almost worshiped in Hindu and 
Moslem homes.” 

A man’s-size job. ‘A doctor in China recently sum- 
marized...the task to which he and his associates are devot- 
ing themselves.” It is a brief summary but a little im- 
agination can read between the lines a marvelous story: 


“Wuy THE Doctor Is a Busy Man 


“The Staff 


‘D2 American doctors 
‘4 Chinese doctors trained in a mission institution 
‘1 Chinese nurse trained in a mission institution 


“The Job 
‘2 hospitals 
“4 dispensaries 
“1 class of medical students 
“13 nurse students in training 
“1 wholesale drug business 
“100 treatments a day 
“5 operations a day 
“1,200 in-patients, each averaging 12 days in hospital 
“$3,000 a year to raise by special gifts in America 
‘$9,000 a year to raise on the field 


SOCIAL SERVICE Ler 


“5 letters to write each day 

“1,692,000 people dependent on us for Western medical 
treatment 

“A territory equal to Connecticut and Rhode Island 
combined.’’! 


NotTrespook ASSIGNMENT 


Complete the list of qualifications necessary for either a 
doctor or a nurse. Compare it with the list of your own 
qualifications, underscoring once those which you possess 
and twice those which you possess to a high degree. Would 
you succeed in the medical profession? Are you especially 
interested in the medical profession as a life work? What 
do you think is the cause of your interest? 


For SPECIAL DIscussion 


How could I carry out my life purpose in the medical 
profession? How do doctors whom I know carry out their 
purposes? Where is the place of greatest need for doctors 
and nurses? 


CHAP Linh ex. 
SOCIAL SERVICE 


URING the discussion regarding occupations, we have 
so far considered only those of long-established 
history. It will be interesting and profitable to devote a 
chapter to the consideration of certain newer professions 
which, for the sake of convenience, will be grouped under 
the heading, ‘Social Service.”? This will include all types 
of social work whose purpose is to make possible a more 
complete life for the individual, both by helping the 
individual himself and by improving the environment of 
the community in which he lives. 


1Quoted by J. Lovell Murray, ‘‘World Friendship, Inc.,’’ p.27. (Missionary Edu- 
cation Movement.) 


178 WHAT SHALL I DO WITH MY LIFE? 


The spirit of social service first became effective in the 
early Christian Church. Before the coming of Christ, men 
had felt no responsibility for others outside the boundaries 
of the family. The individual who was unfit, physically or 
mentally, was either allowed to perish, or, with some 
peoples, actually put to death, because he was considered a 
burden to the community. We have already discussed, 
somewhat at length, the change made by the teachings of 
Jesus. (Part I, Chapter I.) 

What was there in the teachings of Jesus that gave rise 
to the spirit of social service? 

The Early Church developed from the teachings of its 
Founder an extensive system of charities, based on the 
unsound principle that there is merit in the very act of 
giving, regardless of its effect upon the person receiving the 
gift. This led to the encouragement of a class of profes- 


sional poor who lived on the misguided charities of the ~— 


Church. In time such a reckless system had to be regulated. 
In some instances the State interfered, and gradually 
brought about the modern system of organized charities and 
the various forms of carefully directed social service. 

What are the problems confronting social service? 
In stating the purpose of social service, we have suggested 
that the problems found are divided into two classes: those 
that deal with the individual himself, and those that deal 
with his environment. In both cases the purpose in solving 
the problem is identical—the betterment of the individual. 
Jesus taught the value of each person, and society is coming 
to recognize that its ultimate goal is the perfection of 
personality. 

How can we better community environment? 
What agencies are at work in your own community for its 
betterment? What actual problems are they attempting 
to solve? 

Standing first in the list of community problems, not 


SOCIAL SERVICE 179 


only in its historical position but also in its immediate 
importance, is the question of public health. Why is this 
of such great importance? What things affect the public 
health? How may these be controlled for its protection? 
What are the duties of the board of health in a city? What 
is a “sanitary”? engineer? (Discussed in Part II, Chapter 
XI.) What is being done toward the stamping out of tuber- 
culosis? How can the building inspectors influence public 
health? Find out all you can about health centers and 
community nurses. What kind of training is necessary for 
effective work in the interest of public health? 

Next to public health in importance comes community 
recreation. A considerable portion of the time of the people 
is given over to recreation, and many forms have been 
commercialized. We are beginning to realize the necessity 
for recreation of the right type and the opportunity it offers 
for developing the best qualities of the individual. Under 
the rule of commercialized amusements, many abuses have 
actually crept in, until it has been necessary to supervise 
the public dance halls, censor the moving pictures, and 
abolish the saloon. This has led to a demand for some form 
of clean and wholesome recreation and in many places 
community houses have been opened. These have rooms 
for reading, writing, games, and meetings of every kind, 
as well as auditoriums, gymnasiums, and dance halls. The 
management of such a house as this is offering a new and 
important opportunity to trained men and women. 

The social settlement is that particular form of com- 
munity center that is established in foreign communities 
to help in the solving of problems of the individual, the 
family, the neighborhood, and the city. There are over 
four hundred of these settlement houses in this country, 
and they present a constant demand for trained leader- 
ship. 

Closely akin to the community recreational center and 


180 WHAT SHALL I DO WITH MY LIFE? 


social settlement, in that it helps to meet a similar need, is 
the playground. In our large cities where the people are 
crowded into apartments and tenements the boys and girls 
have no place to play. To meet this great need, plots of 
ground are set aside by the city or by neighborhood associa- 
tions, and equipped with running tracks, volley-ball courts, 
courts for other games, and various kinds of apparatus. 
These are opened to the children. Of course, it is necessary 
to supply supervisors, who keep order on the playground, 
protect the children from injury, and supervise their 
games. These supervisors often combine their summer 
playground work with physical training in the schools 
during the winter months. 

Another new and increasingly important phase of social 
service is found in our industrial plants. The employer is 
recognizing the value of the employee and is making plans 
for his health, safety, and comfort. In speaking of the 
reasons for the industrial welfare work carried on by the 
General Electric Company, EK. W. Rice, Jr., president of 
the company, has made this statement: “It did not require 
much intelligence to realize that workers in industry were 
more important than tools or buildings. It was natural, 
therefore, to do everything possible to increase their value 
by improving conditions of life during working hours. It 
would be useless for an industry to provide fine tools, 
buildings, and the best of materials, unless it could attract 
and hold workers with sound bodies and intelligent and 
educated minds.” It is this conclusion that has led many 
of the large manufacturing concerns to provide reading and 
rest rooms, hospitals, restaurants, playgrounds, and 
summer camps. Often special buildings are erected for 
educational and recreational purposes, making possible 
classes in English as well as in special technical subjects 
and various other types of Americanization work. To 
introduce and direct these various activities, specially 


SOCIAL SERVICE 181 


trained and qualified men and women are needed, and the 
demand for such supervisors is certainly increasing. 

Of first rank in the field of social service is the work that 
the Church itself is doing, varying from the rescue missions, 
which are often run by individuals, singly or in groups, to 
the highly organized work of the institutional Church and 
the Young Men’s and Young Women’s Christian Associa- 
tions. This work has grown for the conviction that, im- 
portant as it is to meet the physical, mental, and social 
needs of men, it is even more important to meet their great 
spiritual need for God, which is fundamental to all the 
others. None can be neglected, however, and the Church’s 
duty is to follow the example of its Master, who healed as 
he taught and fed as he preached. What do you believe 
regarding the truth of this conviction? 

There is not space available here for the discussion of the 
work that is being done by city rescue missions and the 
Salvation Army. If you have any of these organizations in 
your city, it would be well to investigate their aims and 
methods. One of the important fields for trained workers 
is now in the Young Men’s and the Young Women’s 
Christian Associations. These two organizations carry on 
a varied program to meet the needs of the communities in 
which they work and they demand a corresponding variety 
in the workers they employ. County work with no equip- 
ment, boys’ and girls’ work with buildings and without, 
work for young men and young women in business and 
industry, student work in high schools, colleges, and 
universities, and work in other lands are but some of the 
many activities. These two Associations present attractive 
fields of service for Christian young men and women. 

Not only is the Church working through such inter- 
denominational organizations such as the Young Men’s 
and Young Women’s Christian Associations, but it also 
has a social program of its own. The general aspects of this 


182 WHAT SHALL I DO WITH MY LIFE? 


program are well summarized in the following resolutions 
adopted by the Presbyterian Church in Canada: ‘ Believ- 
ing that it is the duty of the Church to show that Christian 
principles apply to human affairs, the General Assembly of 
the Presbyterian Church in Canada declares itself in a 
program: for the acknowledgment of the obligations of 
wealth; for application of Christian principles to industrial 
association; for a more equitable distribution of wealth; for 
the abolition of poverty; for the protection of childhood; 
for the safeguarding of working people from dangerous 
machinery; for compensation due to industrial accidents; 
for the regulation of working conditions in other ways; 
for one day’s rest in seven; for conciliation and arbitration 
in industrial disputes; for proper housing; for proper care 
of dependents and criminals and the prevention of crime 
and vice; for pure foods and drugs; and for international 
peace.” 

This general program finds its particular expression in 
the institutional Church that carries to a neighborhood the 
various elements in the larger program. These churches 
have many of the aspects of the community and settlement 
houses, and the pastor or his assistant becomes a club leader 
or settlement director. He gives his time to making the 
church the center of community life, through clubs of 
every kind, lectures, open forums, classes in sewing, cook- 
ing, music, and gymnastics, athletic teams, and summer 
camps. He must have special training for this type of 
work, different from the usual training for the ministry. 
This is a new and rapidly developing field for trained men 
and women. 

What qualifications are essential to success in the 
field of social service? There is some difference in the 
special training required for the various types of work, 
but, in the main, the general qualifications hold true for all. 
What kind of man or woman would be successful in this 


SOCIAL SERVICE 183 


field? What are some qualifications that would make 
success impossible? Do you think you would succeed as a 
playground supervisor, or as a director of boys’ or girls’ 
clubs in a church? What are the reasons for your answer? 

Does social service offer a field of real opportunity ? 
Is it a growing career? Is it a lifetime work? Will it satisfy 
my future plans? Is it a healthful work? Does it allow and 
encourage self-development? Are the financial remunera- 
tions sufficient for all needs and comforts? 

The rather detailed discussion of the characteristics of 
social-service work will have given you answers to all of 
these questions. The salaries paid vary a great deal, but 
almost without exception are sufficient for all needs. Social 
service works with men, women, and children, and this 
constant touch with human life means continued self- 
development. 

Is social service an important field of work? Does 
it meet a real need of man? How does it compare in im- 
portance in this respect with the occupations we have al- 
ready discussed? What opportunity does it give for meet- 
ing the great need of man? 

The church that became the community’s heart. 
It is a thrilling story—that story of the “little, brown- 
faced American”? who made an old, run-down Cleveland 
church the very heart of a large foreign industrial com- 
munity. It begins with Joel Hayden in college, follows him 
and his young wife across the ocean to the strange foreign 
town of Limonowa in Poland, where he sang the folk 
songs, listened to the traditions, and studied the home life 
of the people, and then it brings him back to the Polish 
people in the city of Cleveland, pictures the struggle that 
he had in gaining the codperation of his church and the 
confidence of these foreigners, the success that he achieved 
as he followed the principle that ‘‘fearlessness and unselfish 
codperation can set all this right,” and closes with an 


184 WHAT SHALL I DO WITH MY LIFE? 


appeal for more pioneers to blaze similar trails in city and 
country work. The Board of National Missions will be 
glad to send you the story, ‘‘Cleveland Goes on an Ad- 
venture.’ The address of the Board is 156 Fifth Avenue, 
New York City. 


NotTEBook ASSIGNMENT 


Make a list of the characteristics essential in the field 
of social service, compare it with your own qualifications, 
underscoring once those which you possess, and twice 
those which you possess in a high degree. What is your 
conclusion regarding your own future? Are you especially 
interested in any of the professions of social service? 


For SpectAL Discussion 


How could I carry out my life purpose if I entered the 
field of social service? What difficulties might I face in 
following it? Where could I be of greatest service, in the 
country or the city, at home or abroad? 


CHAPTER XVII 


Tuer MINISTRY 


I have been discussing and investigating the various 
occupations to which men and women give their lives. 
We have attempted to trace the growth of each, with a 
brief survey of its characteristics, its opportunities, and its 
value to mankind, always keeping before us the necessity 
of choosing an occupation through which we can work out 
our life purpose. There remains for our consideration one 
other important occupation—the profession that more than 
any other deals with the individuals of all occupations at 
their point of greatest need—the gospel ministry. 
From the very beginning of man’s history he has recog- 
nized a higher power influencing his life, to which he must 


THE MINISTRY 185 


in some way relate himself. Early in this history there 
arose a class of men who claimed to understand the 
necessary forms that made this relationship possible. In 
the midst of all the superstitions and false conceptions, 
God revealed himself to his own people, and the story of 
that revelation and its conception by men and women is 
told in the Book we know as the Bible. From time to time 
he called certain men to be his representatives and finally 
he crowned his revelation by sending his own Son. ‘‘God 
had only one Son, and he made him a minister,” said 
Thomas Goodwin, one of the Puritan preachers of Oliver 
Cromwell’s day. This Son became the first of a long line 
of Christian ministers, among whom are such men as Paul, 
Polyearp, Chrysostom, Augustine, Ambrose, Savonarola, 
Huss, Luther, Knox, Wyclif, Wesley, Moody, Brooks, and 
Beecher. 

The one great need of man is just as great and just as 
as appealing as it was in the days of any of these famous 
preachers. ‘Life grows more and more severe. Pain be- 
comes more inward. Grief and strain advance along with 
physical security and comfort. Civilization only internal- 
izes the trouble. We have fewer wounds, but more weari- 
ness. We are better cared for, but we have more care. 
There is less agony perhaps, but perhaps, also, more 
misery.”! ‘The restless hunger of man for God_ has 
not been satisfied. There are millions of men and women 
throughout the world, and even here in our own country, 
who have not found the answer to their great need. We 
have seen that there is only one way of salvation, and the 
Christian minister is the prophet of that way. He may do 
many other things in the accomplishment of his purpose, 
but above all and through all he must proclaim Jesus 
Christ, the Saviour from sin, the only way to completeness 
of life. 


1Quoted by Hugh T. Kerr in ‘‘Manhood and the Ministry,”’ 14. 


186 WHAT SHALL I DO WITH MY LIFE? 


What various things does a minister do? Talk with your 
pastor about his work and find out how he occupies his 
time. What duties are suggested by the program of the 
Church quoted on page 182? 

What qualifications are essential in the ministry? 
From the ministers you have known, choose the one whom 
you consider most successful and summarize his personal 
qualities. What is the reason for his success? Dean Brown, 
of the Yale School of Religion, wrote in The Church School 
for May, 1920, “In every branch of the Church and in 
every state of the Union, there is an insistent demand for 
young men of sound health, good sense, trained intelligence, 
social sympathy, and genuine character to enter the min- 
istry and furnish the moral leadership the country craves.” 
What changes or additions would you make in Dean 
Brown’s list of qualifications? What qualifications are 
desirable but not essential to success? 

Two of the great Presidents of our United States have 
expressed their opinion regarding the qualifications of men 
entering the ministry. Theodore Roosevelt said: “Small, 
narrow, one-sided men, no matter how earnest, cannot 
supply leadership for moral and religious forees which 
alone can redeem nations. The strongest men are needed— 
men of marked personality who to tenderness add force 
and grasp, who show capacity for friendship, and who to a 
fine character unite the intense moral and spiritual en- 
thusiasm.”’ 

Woodrow Wilson, in ‘‘ Ministry and the Community,” 
wrote: ‘‘When I hear some of the things which young men 
say to me by way of putting the arguments to themselves 
for going into the ministry, I think that they are talking 
of another profession. Their motive is to do something 
when it should be to be something. You do not have to be 
anything in particular to be a lawyer. I have been a 
lawyer and I know. You do not have to be anything in 


THE MINISTRY 187 


particular, except a kind-hearted man, perhaps, to be a 
physician; you do not have to be anything, nor to undergo 
any strong spiritual change in order to be a merchant. The 
only profession which consists in being something is the 
ministry of our Lord and Saviour—and it does not consist 
of anything else. It is manifested in other things, but it 
does not consist of anything else.” 

What opportunities are offered by the ministry? 
Does it present a growing career? Does it give opportunity 
for creative work? Does it encourage self-development? 
There is no method of developing life other than by keeping 
it constantly in touch with life. The ministry, more than 
any other profession, presents this opportunity. The 
minister’s life is constantly in contact with men and books, 
both of which he must study unceasingly. This gives him 
a wide range for his thoughts and frees his life from any 
drudgery of monotony. His work is many-sided and full 
of interest. The character of the work itself is such that its 
emphasis is placed upon the fundamental and eternal values 
of life, and thus it constantly demands the highest type of 
life from the minister. No other vocation has, within itself, 
such opportunity for the development of self. 

Some one has said that a characteristic of all the profes- 
sions is the fact that they are overcrowded. This certainly 
is not true of the ministry. Churches in city, town, and 
country are standing vacant because of the lack of qualified 
men. For the same reason, the work in other lands cannot 
go forward. As Crawford suggests, in his book on “ Voca- 
tions Within the Church,” the world to-day is in urgent 
need of moral leadership. As never before we are con- 
fronted with problems of national and international im- 
port, complex problems of an increasingly complex social 
age, industrial problems, personal problems, problems of 
every kind seemingly beyond the solution of human 
intelligence. On every hand is the insistent demand for the 


188 WHAT SHALL I DO WITH MY LIFE? 


leadership of prophets, men of God who can point the way 
to God. Never has the ministry been given a greater 
opportunity. 

It is only fair, however, to discuss what to many is one 
of the big obstacles in their path toward the ministry. That 
is the small financial return. It is recognized of course, 
that men who choose this profession are not seeking wealth, 
but they do require a “living wage.”’ The actual situation 
is presented by the following comparative table, printed in 
The Literary Digest, for December 15, 1923. 














MINISTRY FACTORY WORK BUILDING TRADES 
Salary Salary Salary 

(Weekly) (Weekly) (Weekiy) 

Evang. Synod..... $17.30 | Boot & shoe worker. $25.04 | Hodearrier...... $30.14 

Baptist, North.... 25.00 | Furniture maker... 28.63 | Cement finisher. 41.27 

Methodist, South.. 28.65 | Auto maker...... 30.47 7- Mason. $2.2. nae i 

Methodist, North.. 29.44 | Foundryman...... 31.51 | Plumbers. yo 47.17 

Presbyterian, South 28.58 | Hlectrical worker.. 31.86 | Plasterer....... 55.79 

Presbyterian, North 34.60 | Iron and steel..... 37.81 | Bricklayer...... 55.92 

Average....... $27.26 Average....... $30.89 Average..... $46.98 











There are one or two facts, however, not shown in this 
table. In the first place, it does not indicate the number of 
ministers who are receiving more than $2584 a year, which 
was the average salary of Presbyterian ministers, accord- 
ing to the ‘Masters’ Survey.” Their weekly salary is 
brought down in the general average because of the min- 
isters in some country churches whose yearly salary is 
less than $1000. The second fact not recorded is the 
marked tendency toward the increase of salaries. The 
Church is recognizing the strategic value of the country 
church and of work with other communities that cannot 
support their church unaided, and is generously contribut- 
ing to their assistance. The third fact that escapes the 
table is that plans are now under way in most denomina- 
tions for the support of the men and women who have 


THE MINISTRY 189 


given the very best of their lives to its cause. But even 
with these three facts included, the ministry probably will 
never compare favorably with other occupations on the 
basis of financial returns. 

The compensations of the ministry lie in another direc- 
tion. Talk to any minister and hear his story of the great 
satisfaction and happiness that is his in the work that he is 
doing. It is this compensation that led Phillips Brooks to 
say, “I would rather be a Christian minister than anything 
else,’ and that drew from David Livingstone, Africa’s 
famous explorer, the statement: ‘‘I have never ceased to 
rejoice that God has appointed me to such an office.” This 
joy finds its source in the realization of service for others, 
in consecration to the same great cause that called for the 
life of God’s own Son, in becoming his partner in the work 
of bringing the world to know God, ‘whom to know is life 
eternal.” 

Does the ministry meet a real need of society? It 
seems almost unnecessary to ask this question. The pre- 
ceding discussion has led us to consider the value of the 
work of the ministry, which deals with the most funda- 
mental need of mankind. The occupations of the farmer, 
the manufacturer, and the merchant are all useful. They 
supply the wants of the body; the minister supplies the 
needs of the soul. The doctor, the lawyer, the teacher, are 
of real importance to society. Of how much more impor- 
tance is the minister whose work reaches the great heart 
need of humanity! John Wanamaker, the “merchant 
prince of the world,” once made this significant statement: 
“It may be considered by the world a great thing to be a 
merchant or lawyer or doctor, but I regard the Christian 
ministry as the greatest of all the callings.” 

“The Christian ministry is unequaled in its life of con- 
tact with men and books; in the variety of its work; in the 
opportunity for soul development; in its joy and happiness; 


199 WHAT SHALL I DO WITH MY LIFE? 


in its helpful ministries; in the light which it throws upon 
modern problems; in meeting the world’s need and its 
heart hunger; in the heroism of its tasks; in assisting men 
in the great crises of their life, and in developing the best 
manhood in the business of making a life.’””! 

Where can the minister best invest his life? With 
the need so great everywhere, this is a question that is 
difficult to answer. <A study of the literature of the Board 
ot Foreign Missions and of the Board of National Missions, 
will give you a comparison of the need abroad and at home, 
in city and in country. ‘The stories of the men who have 
given their lives in meeting this need are so numerous and 
so thrilling that one cannot well be selected. A graduate of 
a leading eastern university left an important business 
position to enter the ministry; he gives his reasons in a little 
pamphlet, “But Why Preach?” which may be secured from 
the Board of Christian Education, Department of Recruit- 
ing, 156 Fifth Avenue, New York City. This Department 
has other pamphlets, free to those interested, presenting 
the challenging call of the ministry to-day. 

In the ministry, as in other professions, there will be 
found hardships, discouragements, sacrifices, and failures. 
The work will be hard and the hours long. “If they per- 
secuted me, they will also persecute you,” said Jesus, but, 
he also promised, “I will never leave thee, nor forsake 
thee.” (A. V.) 


NOTEBOOK ASSIGNMENT 


Make a list of the qualifications essential in the ministry, 
and check over against it the list of your own qualifications, 
underscoring once those which you possess, and twice 
those which you possess in marked degree. What is your 
conclusion? Are you interested in the ministry as a life 
work? What are the reasons for your answer? 


1Benjamin M. Gemmill, ‘‘The Attractions of the Ministry in Modern Life.’’ 


MYSELF AND MY LIFE WORK 191 


For SprectaL Discussion 


How could I carry out my life purpose in the ministry? 
Where could I be most effective? What reasons can I give 
for not becoming a minister? How strong are they? 


CHAPTER XVIII 


MyYseLr AND My Lirk Work: WHAT AND WHERE? 


E have been considering various kinds of occupations, 

not covering the field completely, but rather choosing 
those that are typical of all. We must now attempt to 
draw some definite conclusions from our investigations. 

What are the three fundamental principles in the choice 
of the right life work? How are these related to each 
other? 

As we have seen, the will of God is the most important 
consideration in the choice of the right life work. God 
reveals his will partly through the talents he has given us. 
It is probable that our work will fit in with our abilities. 
For this reason, we must now take a more careful inventory 
of ourselves and of the occupations in which we are par- 
ticularly interested. The following analysis chart of quali- 
fications will help us somewhat in making this inventory. 
Let us be fair with ourselves, doing the best we can to 
discover our points of strength and weakness. We want to 
find the work that we can do the best so that our lives may 
be worth the most to the world and to God. 


QUALIFICATION ANALYSIS CHART! 


I. Physical Qualities. 


1. Hearn: Are you well or sickly? How much time 
have you lost from school because of sickness? 


1The form of this chart is suggested by Gowin & Wheatley, ‘‘Occupations’”’ pp. 
304-311 (Ginn & Company.) 


192 


WHAT SHALL I DO WITH MY LIFE? 


What occupations demand good health? What 
occupations are best suited to one who has recurring 
spells of illness? 

STRENGTH: Are you physically strong or are you 
weak? What occupations require physical strength? 
Eneray: Are you vigorous or are you not vigor- 
ous? Do you have a store of energy that keeps you 
active all the time? Is your “endurance” good? 
Do you “keep on the go”? Do you have “lots of 
pep”? What occupations demand vigorous energy? 


4. Drrrcts: Are you physically sound or are you 


defective? If you have some physical defect, in 
what occupations would it be a handicap? 


Il. Mental Qualities. 


iis 


SrupiousNeEss: Are you studious or do you dislike 
study? Do you enjoy solving problems? Are you 
on the outlook for new ideas? What subjects in 
high school are especially interesting? What oc- 
cupations are open to the mind that dislikes study 
and changes? 

Accuracy: Are you careful and accurate in your 
work or are you inaccurate? Do you enjoy the 
accurate work necessary in chemistry and physics? 
Can you make accurate measurements? In what 
occupations is accuracy unnecessary? 
ORDERLINESS: Are you orderly in your habits or 
are you disorderly? Does a disordered room or 
desk bother you? Do you have a place for every- 
thing and keep everything in its place? Can you 
outline the material for a debate, or is it difficult to 
arrange it in orderly fashion? What occupations 
demand orderliness? 


. INDEPENDENCE: Are you original or are you 


imitative? Do you think out your own plans or do 


III. 


MYSELF AND MY LIFE WORK 193 


you follow some one else? Is it easier to do your 
own work or to rely on others? Do you have new 
ideas of your own for the work you are doing? 


. Activity: Does your mind work rapidly or is it 


slow? Do you think quickly in emergencies? Can 
you take advantage of the “breaks” in baseball or 
football? Do you make decisions quickly or must 
you give much time to thinking things through? 
What occupations demand quickness of thought? 


. Potse: Are you controlled in your actions or im- 


pulsive? Can you show yourself master in any 
situation, without embarrassment, fear, or anger? 
Do you keep cool at critical points in the game or 
do you lose your head? 


. AXSSTHETIC APPRECIATION: Are you appreciative of 


beauty or does it mean nothing to you? Do you 
enjoy good music, poetry, art, and literature? Do 
you see the beauty in sunsets? What occupations 
require an esthetic appreciation? 


Social Qualities. 


1. 


AGREEABLENESS: Are you congenial or uncon- 
genial? Do you “mix” well with the crowd or do 
you find yourself a “ wallflower’? Are you easy to 
get along with or do you make yourself disagree- 
able? 


. PARTICIPATION: Do you add to conversations or 


are you uncommunicative? Can you take your part 
in social activities and make a contribution to the 
conversation? Do you have something to say and 
know how to say it, or must you sit silently by 
while some one else does the talking? 


. Poputarity: Are you attractive personally or un- 


attractive? Do the boys and girls of your own age 
enjoy your company? 


194 


WHAT SHALL I DO WITH MY LIFE? 


LEADERSHIP: Are you a leader or “just one of the 
crowd’’? Do others naturally look to you for plans? 
Can you organize a group and carry out your 
plans? 

Co6PERATION: Do you work well with others or 
are you independent? Do you enjoy ‘teamwork’? 
Can you follow as well as lead? 


IV. Spiritual Quatities. 


i 


ViewPoint: Do you look at your work from an 
idealistic or materialistic point of view? Do you 
work for the joy of the work, or for the rewards 
that you will receive? Do you approach your life 
work as an opportunity to carry out your ideal or 
as a source of profit to you? 

Motive: Are you looking for the approval of God 
or that of men? Have you put God first in your life? | 
Purpose: Do you seek the service of others or self- 
advancement? Do you measure your work by its 
helpfulness to other people or by its power for your 
self-advancement? 

ACCEPTANCE OF Curist: Is it complete or only 
partial? Have you made him Lord of all of your 
life so that you are willing to follow him anywhere, 
or will you only go part of the way with him? 
PreRSONAL Devotions: Are your personal devo- 
tions regular or irregular? Do you keep closely in 
touch with God constantly or just occasionally? 


. PRAYER Lire: Is prayer a real factor in your life or 


is it a matter of form? 


V. Occupational Preference. 


is 


Kinp or Work: Do you prefer manual work or 
mental? Had you rather work with your hands or 
do something that requires chiefly mental labor? 


MYSELF AND MY LIFE WORK 


195 


_ 2. Location or Work: Do you prefer outdoor work 


or that which 1s indoors? 


How to use chart: The answers to all these ques- 
tions will not be easy. In some instances, it may be 


QUALIFICATION ANALYSIS CHART 

















DEGREE IN WHICH 
Quauity Is SHowN 






































QUALITY TYPE 4G 2d 8 
E 
ie 
I, PHYSICAL 
Ne reatthy, S955. oe Well Sickly 
2a strength. oe... Strong Weak 
She EIS y Nad a a Vigorous Not Vigorous 
Ape WGLeCts nab. «cue .| Sound Defective 
Il, MentTAuL 
1. Studiousness....| Studious Nonstudious 
2. Accuracy....... Accurate Inaccurate 
3. Orderliness..... Orderly Disorderly 
4. Independence. ..} Original Imitative 
AEA VIO. sss eos: Rapid Slow 
Gee OSG: facts... Controlled Impulsive 
7. Afsthetic Appre- 
CIBALON Aan) sheer ic Appreciative Unappreciative 
Ill. Socran 
1. Agreeableness. ..| Congenial Uncongenial 
2. Participation Communicative Uncommunicative 
3. Popularity..... Attractive Unattractive 
4. Leadership..... Leader | Follower 
5. Coéperation. ...| Codperative Independent 
IV. Sprrituau 
le Viewpoint’ 2. .2. Idealistic Materialistic 
Zt MOVE eriaon. Approval of God Approval of Men 
DRT DOSE ea an Service of Others Self-advancement 
4. Acceptance of 
Christie, -.. tans Complete Incomplete 
5. Personal Devo- 
TIGNES Ses SS Regular Irregular 
6. Prayer Life.....| Real Formal 
V. OccuPATIONAL 
PREFERENCE 
1. Kind of work. ..} Manual Mental 
2. Location of work| Outdoor Indoor 











D sw. © 1 166 68.6 © 0/8 9.0 8.6 ip 2 @ wa 


1 se Se ee ee eee bw ee ale CS Fe Oe © 


Sele a 616 0.415 6S oF ae Ss 6S © SARS eb ee 


ose @ © 6 6 se 6 6s) 8 e6 ¢ 6 0 6 «, o 9 Ke) MS 0 


196 WHAT SHALL I DO WITH MY LIFE? 


difficult to form a frank judgment of your qualifications, 
but nothing less than honesty in each case will be of any 
worth. The chart on page 195 will be valuable in graphic- 
ally presenting the analysis of your qualifications. Go over 
the twenty-four items carefully, in the light of the questions 
that you have just answered. You will notice that the two 
extremes of each quality are given, with five columns for 
indicating the degree in which you possess the quality. 
Take the matter of health as an illustration. If you are 
very well, place a check in the first column headed, “ Very 
High,” indicating that you are well in a very high degree; 
if you are only fairly well, use the “ Medium” column; but 
if you are more often sickly than well, use one of the 
columns on the “‘Sickly ’’ side, indicating the degree in which 
you are sickly. In this manner go through the entire chart, 
checking the degree in which you possess each quality. 

What is your special interest? There is something 
more, however, to the choosing of the right life work than 
merely discovering for what occupation you seem best 
fitted. This is the reason for adding at the bottom of the 
chart the lines regarding talents and interests. Very often, 
it is true, the interests of the individual fall in line with his 
qualifications, but this is not always the case. Demos- 
thenes, with the overwhelming ambition to become an 
orator, overcame the handicap of a very noticeable lisp in 
his speech, which under ordinary circumstances would 
have disqualified him, by practicing, with a smooth pebble 
in his mouth, against the sound of waves on the beach. 
Other men and women have also found that a great interest 
has led to the overcoming of handicaps. A special interest 
is also a valuable guide in choosing between qualifications. 
As a general rule, when the choice must be made, it is safe 
to follow in the direction of your special interest. 

Care must be taken, however, to assure yourself that the 
interest is real, and not a passing fancy. For this reason it 


MYSELF AND MY LIFE WORK 197 


is necessary to ask yourself: What is the origin of this 
interest? Has it already influenced any of my choices? 
Am I convinced that it is real? 

Discovering, the right occupation. We have been 
investigating the main types of occupations, and in connec- 
tion with each you have asked yourself whether or not you 
are fitted for that occupation and whether or not you are 


OccUPATIONAL ANALYSIS CHART 











CHECK THE OCCUPATION THAT tA OSE PA Ge haa i 





I. Best Fits Your Personal Qualifications (See 
Qualification Analysis Chart): 
ho LETS Cf ESE Fie Aa ee ana a Na ees faa ee ad Se ea 


II. Offers the Greatest Opportunity: 
ieee or nancial TeMNUNeTA WON: oo. <. leee te 











III. Is Most Important to Mankind: 
1. By meeting his physical needs..............|.....--.]--.-----|-------- ee 
2. By meeting his mental needs._._............ Pes & ee ee Peet 8 
3. By meeting his social needs.._............... ae pC eed eee xd Pee 
4. By meeting his spiritual needs.._.-.......|-.......|--....-. oe Se 

IV. Challenges Your Real Interest and En- 

thusiasm. 








V. Offers the Best Opportunity for Carrying 
Out Your Life Purpose. 











particularly interested in it. Go back over your notebook 
and pick out the three or four occupations that on these 
grounds seem to have possibilities of being the right life 


198 WHAT SHALL I DO WITH MY LIFE? 


work for you. Let us compare these with each other, asking 
the same questions that we answered when each was dis- 
cussed. For convenience of comparison, the chart arrange- 
ment on page 197 may be used, writing at the head of 
columns, A, B, C, and D, the four occupations that you 
have selected. It is possible to check more than one 
occupation under a given head, as, for example, you may 
be physically fitted to enter all four. Be as fair and honest 
as possible in your judgments. 

On the basis of this analysis, which seems to be the right 
life work for you? You may not be ready to answer that 
question now but may desire further information. Read 
about these occupations, take some of their ‘“‘trade 
journals,” spend some of your summer vacations trying 
them. Above all, since you are trying to discover God’s 
will for your life, give him the opportunity to guide you in: 
your decision. It is quite probable that you will not be 
absolutely certain about the correctness of your choice, 
even after it is made. The choice of the right life work is 
often a venture of faith, of trusting God to open up the 
way step by step. 


“Keep thou my feet; I do not ask to see 
The distant scenes, one step enough for me.”’ 


Where shall I follow my vocation? This is a question 
that, for some of us, may determine the occupation we 
choose. If we decide to invest our lives in meeting the 
needs of China, Africa, Porto Rico, or Alaska, then natur- 
ally this decision may affect our choice of a life work, for 
we will want to choose from our possibilities that which 
will do the most for the people with whom we plan to live. 
For others of us, the question of location follows that of 
vocation. We ask, “What shall I do?” and then, ‘‘ Where 
shall I do it?” In either case, it is important. 

During our discussions we have been trying to think in 


MYSELF AND MY LIFE WORK 199 


terms of the world need, and we have caught brief glimpses 
of men who are following out their life purposes in many 
lands. Let us not, however, conclude that we must go 
away somewhere if we are to be of the greatest service. 
God does call some to distant places; others, he calls to 
serve where they are. There is no distinction between 
them. Both are doing the will of God and both are equally 
honored. 

Where does God want you to invest your life? Again, 
let God have the opportunity of guiding you. As in the 
choice of your vocation, so now spend much time in prayer 
for his guidance and trust yourself entirely to his will. 

What shall be my life work? As a result of the in- 
vestigation we have been conducting during these lessons, 
what decision can you reach? You probably are not ready 
to say, ‘This shall be my life work!” but you can make a 
decision similar to that of some college men who are declar- 
ing, “I will not drift into my life work, but I will do my 
utmost by prayer, investigation, meditation, and service 
to discover that form and place of life work in which I can 
become of the largest use to the Kingdom of God.” 


NotTEeEBooK ASSIGNMENT 


Page heading: “My Life Work.” You will probably 
want to copy your Qualification and Occupational Analysis 
Charts into your notebook. Then, in your own words, 
thoughtfully and prayerfully write your decision regarding 
your life work. It will naturally be a continuation of your 
life purpose, written at the close of Part I of this course. 


For Specrau Discussion 


What difference will the decisions I have just written 
make in my school life, both in what I study and in how I 
work? How can I actually begin now on my life work? 


— 


+ << | 
Sea 





PART III 
What Shall Be My Life Program? 





GHA‘? TE Keak 
My Lire ProGram 


HAT is a life purpose? What was the life purpose of 

Jesus? What is my life purpose? What is the rela- 
tionship between life work and life purpose? What is meant 
by a “life purpose”? What is its relationship to life work? 
What is the ideal of a life program? 

In the third chapter of Part I, we discussed the “ Ele- 
ments Involved in the Right Use of Life.” We decided 
then that there are three fundamental questions that must 
be answered if we are to make the right, use of the life that 
has been given us. ‘Two of these we have now discussed in 
detail: What shall be my life purpose? What shall be my 
life work? Having answered these, there remains the third 
question which is also important: What shall be my life 
program? Not only is it necessary to decide upon the right 
purpose and discover the right work, but we must also plan 
the programs of our lives, so that we shall make the most 
efficient use of every capability and talent that is ours. 

How would you define “life program”? Of what impor- 
tance is it? 

The essential elements in a life program. The first 
essential that is implied in a life program is an ideal. We 
have set for ourselves a purpose, which has, in general, 
suggested an ideal. Let us now go a little further and 
select, if we can, the ideal itself. By “life purpose” we 
mean the motive dominating all that we do, determining 
our life work and the manner in which we follow that work. 
“Tdeal,” as we shall use it, means something different. It 
means the character we wish to build in order that we may 
carry out our life purpose through our work. Our life 

203 


204 WHAT SHALL I DO WITH MY LIFE? 


program, then, will establish an ideal toward which we will 
attempt to grow. More than that, however, it will describe 
the things we must do if that growth is to take place. In 
other words, I have set a purpose for my life and have 
chosen my life work. Now I must make the very best of 
myself or I shall be unable to fulfill completely my life 
purpose. 

How, then, would you define a “‘life ideal’? How does it 
differ from a life purpose? 

What is the great ideal? We decided, at the very 
beginning of this course, to take Jesus Christ as the one 
Man who met life with complete success. We have dis- 
covered the principles underlying his choice of a life purpose 
and the application of these in his choice of a life work. 
What was the life ideal of Jesus? How did he himself 
grow? What did he say was the great ideal of life? 


“And Jesus advanced in wisdom and stature, and in 
favor with God and men.”—Luke 2:52. 


What years in the life of Jesus does this verse cover? 
What does the verse mean? From this verse, what was the 
ideal that Jesus had for his life? 

Jesus not only lived toward his ideal; he also, on one 
occasion at least, stated very clearly what that ideal was. 


“And behold, a certain lawyer stood up and made trial 
of him, saying, Teacher, what shall I do to inherit 
eternal life? And he said unto him, What is written in the 
law? How readest thou? And he answering said, Thou 
shalt love the Lord thy God with all thy heart, and with 
all thy soul, and with all thy strength, and with all thy 
mind; and thy neighbor as thyself. And he said unto him, 
Thou hast answered right: this do, and thou shalt live.”’— 
Luke 10:25-28. 


What is the ideal that Jesus sets for the lawyer? How 
does it compare with the preceding ideal that he himself 


MY LIFE PROGRAM 205 


lived? What did Jesus mean when he said: ‘‘ This do, and 
thou shalt live”? Does “live”? mean merely physical life 
or does it imply more? If so, how much more? 

In the New Testament, two terms are used as direct 
opposites—life and death. Very often the adjective 
“eternal” defines “life.” Evidently more is meant than 
mere physical life. The lawyer wanted to know how he 
might ‘inherit eternal life,’ and Jesus answered his 
question, ‘This do, and thou shalt live.” The life that 
Jesus meant is unending in its length and complete in its 
fullness. What did Jesus mean when he said, “I came that 
they may have life, and may have it abundantly’’? 
John 10:10b. 

In the above conversation with the lawyer Jesus was 
showing him what a complete, “abundant,” “‘eternal”’ life 
is. He said that it consists in putting God at the center of 
life, and in giving him the allegiance of a life, that is well 
balanced in the development of its social, spiritual, physical, 
and mental aspects (note that the order is the reverse of 
Luke 2:52); a life that finds its full expression in service to 
others. During the preceding discussions, we have talked 
of the purpose of life—putting God at the center of life 
(Part I); and of the service of life—thinking in terms of the 
need of others (Part II). We have remaining for discussion, 
the ideal of life—a completely developed, ‘‘abundant”’ life. 

How would you define Jesus’ life ideal? 

What is a life program? Some one has said, “A 
program is merely the way we get where we are going.” If 
this is true, what is a life program? Can we say that a life 
-program is the way of approach to the ideal, the plan we 
follow in carrying out our life purpose, the method of 
pursuing our life work? 

This will give us a plan to follow in the succeeding 
lessons. We shall discuss the four aspects of the life ideal, 
physical, mental, social, and spiritual—and how we may 


206 WHAT SHALL I DO WITH MY LIFE? 


best develop each in our own life. It is important to notice, 
however, the impossibility of definitely marking off these 
four divisions. We shall discover frequent overlapping but 
the division suggested is convenient. What difference is 
there between the first two aspects and the last two? If we 
say that ‘social and spiritual” represent the aspects of 
relationship to men and to God, what aspects do “‘ physical 
and mental” represent? It is this difference between the 
two sets of aspects which makes accurate division im- 
possible. 

My life program. It shall be our purpose, then, in this 
part of the course, to discover how we can make our lives 
most effective, how we can make the ideal a reality in our 
Jives, in order that we may most efficiently follow our life 
work in carrying out our life purpose. 


NoteBook ASSIGNMENT 


Page heading: “My Ideal of Manhood” (or Woman- 
hood). We have talked in general terms regarding the life 
ideal. Under the above heading, list all the characteristics 
which you think belong to complete manhood or woman- 
hood. 

For SpectaL Discussion 


Of what value are ideals? What are my ideals? Judging 
my ideals by the way I live, what are they? How close do 
I come to the description given by Jesus in Luke 2:52? 
Can an institution as well as an individual have ideals? 
What are the ideals of my school? 


For INVESTIGATION 


The lawyer quoted the ‘greatest commandment”’ in 
Luke 10:25-28. Where is the quotation found and what is 
the original form? 


A PROGRAM FOR MY PHYSICAL LIFE 207 


CHAPTER: II 


A PROGRAM FOR My Puysicau LIFe 


HAT do we mean by “life program’? What is the 

ideal of life that Jesus set? What four elements are 
included in that ideal? What is the relationship that 
exists between them? Of what importance is my physical 
life? What is the ideal of physical growth? How can I 
reach that ideal? 

The individual is made up of two elements, the body and 
the mind. These are closely related to each other and each 
is of real importance. Of what importance is the body? 
Does sickness handicap the mind? Does health assist the 
mind in its activities? 

Why are we interested in a program for our physical life? 

It is important that we have strong bodies in order that 
we may do our best in life. There is another consideration 
that is closely related to this but of even greater impor- 
tance. This is the Christian conception of the body as the 
dwelling place of the Holy Spirit: 

“Or know ye not that your body is a temple of the 
Holy Spirit which is in you, which ye have from God? and 
ye are not your own; for ye were bought with a price: 
glorify God therefore in your body.”—I Cor. 6:19, 20. 


What does Paul mean when he speaks of the body as a 
“temple of the Holy Spirit’’? How is this true? How does 
this affect the importance of the body? How did the Jews 
regard the Temple at Jerusalem? Was it beautiful? How 
do we regard our own church buildings? What is the 
meaning of the phrase: ‘‘and ye are not your own; for ye 
were bought with a price’? How can we “glorify God” in 
our bodies? 

What is the physical ideal? Suppose that we are 
anxious to build the very finest possible “‘temple.”’ What 


208 WHAT SHALL I DO WITH MY LIFE? 


will be our ideal? well-developed muscles? good health? 
How would you state a complete ideal for the physical life? 

In addition to the elements suggested in the above 
questions, there are at least two others that should be in- 
cluded. One has to do with the relationship of the nervous 
system to the muscles and the development of that quality 
which we call “skill.” Ought we to include the skillful use 
of our muscles as an element in our physical ideal? This 
does not mean physical poise. How would you describe 
this quality, using concrete illustrations? 

The second element is the ability to endure. This was 
one of the characteristics of Jesus and it should be one of 
ours: 

“For hereunto were ye called: because Christ also 
suffered for you, leaving you an example, that ye should 
follow his steps.’”—I Peter 2:21. 


What incidents in the life of Jesus illustrate his power to 
endure physical hardships and suffering? Is this a mark 
of real manhood? What did his followers endure for his 
sake? Paul in his last letter called Timothy to a life of 
hardship: 


“Suffer hardship with me, as a good soldier of Christ 
Jesus.” —ITI Tim. 2:3. 


Why did Paul say ‘‘with me”? What did he endure 
physically? During the World War a great deal was said 
about “stamina” and its place in the character of the 
soldier. What does the word mean? How is it related to 
the word “stand”? What word would you use for the 
quality of being able to endure hardships? 

How can we reach the ideal? What activities of our 
everyday life contribute to physical development? Which 
of these particularly build our strength? our health? our 
skill? our endurance? What things in our lives work 
against our progress toward the physical ideal? 


A PROGRAM FOR MY PHYSICAL LIFE 209 


If we would reach our physical ideal we must, first of all, 
do those things that develop the physical characteristics 
we desire; and in the second place, we must avoid their 
opposites. Things that build up or tear down any one of 
these physical characteristics also act similarly upon the 
others. We will consider all the characteristics together. 

Teddy Roosevelt, the boy, was weak and sickly. He 
determined to become strong and well. What was his 
physical program? What would yours be if you were in 
his condition? Make a list of the ways in which we may 
build up the physical life. (You may put this in your note- 
book under the page heading: ‘‘My Physical Program.’’) 
Go over the list and check the things you are now doing. 
Of course you have included ‘Right Health Habits.” 
What do you mean by “‘health habits” and what are the 
six most important? 

What must we avoid if we would reach the ideal? 
We have just been saying that we must do everything we 
can to make ourselves physically strong and we have listed 
the things to do. It follows that we should avoid all the 
things that tend to make us physically weak, things that 
abuse our bodies. Some of these are hinted at in the list of 
health habits which you have made. 

Is lack of sleep an abuse of our bodies? How much sleep 
do we need? What is the best time for this? Can we sleep 
too much? 

How can we abuse our bodies by eating? Is laziness a 
physical abuse? Can we say that “what does not build up, 
tears down’’? 

What position shall I take on the use of tobacco? Is it 
physically harmful? This is one of the most important 
questions that the young men and young women of to-day 
have to face, and we should give it a frank and thorough 
consideration. Why do young people begin to smoke? 
Does it bring them what they expect? What price must 


210 WHAT SHALL I DO WITH MY LIFE? 


they pay for the pleasure? Is it worth the price? It is 
impossible to include here material that will help in an- 
swering these questions. The Department of Moral Wel- 
fare of the Board of Christian Education of the Presbyte- 
rian Church in the U. 8. A., Columbia Bank Building, 
Pittsburgh, Pa., will supply all literature on the use of 
tobacco. 

What shall be my position regarding the use of alcohol 
and drugs? Are they physically harmful? Does the fact 
that their use is unlawful affect my position? Why do we 
have laws against drugs? How prevalent is their use in this 
country? Why was the Eighteenth Amendment to the 
Constitution adopted? The Department of Moral Welfare, 
referred to above, will be glad to supply facts. 

With all these facts before me, what shall be my own 
position? What shall be my position regarding the attitude 
of others? Is this a case of “everyone for himself’’? | 

“To him therefore that knoweth to do good, and doeth 
it not, to him it is sin.””—James 4:17. 

Our future program. We have been discussing our 
present program for physical development. As we grow 
older and get into business and professional life, conditions 
will change. We need, however, an adequate program for 
our physical life. How much of the foregoing can we carry 
with us? What changes and adjustments must we make? 
What are the successful physical programs followed by 
some men and women of your acquaintance? 





NOTEBOOK ASSIGNMENT 
Page heading: ‘‘My Physical Program.” First write, 
“My Physical Ideal,” already discussed; then list the 
“Things I Should Do,” as suggested above, and the 
“Things I Should Avoid.” Think carefully about these 
lists and then state your own program: “In order to reach 
+ my physical ideal, I wills... v.24. . ees ee - 


A PROGRAM FOR MY MENTAL LIFE 211 


For SPECIAL DIscusston 


What is clean sportsmanship? Can I be a clean sports- 
man without entering athletics? Is exercise a Christian 
virtue? Does regular exercise and a healthful life make it 
easier for me to be aChristian? What can I do to strengthen 
the weakness shown in my Qualification Analysis Chart? 
(See Part II, Chapter X VIII.) 


For INVESTIGATION 


Name several incidents in the life of Jesus that indicate 
his physical development. From these and others describe 
him as you think he may have looked. 

Special note to teacher: One of the biggest factors in 
physical development is the sex life. Some special effort 
should be made to secure an adequate presentation of the 
facts of life to the class either by a qualified physician or 
through the reading of selected books. The Department of 
Moral Welfare will be glad to offer suggestions. 


CHAPEERSLEL 
A ProcraM FoR My MENTAL LIFE 


HAT program did we decide upon for our physical 

life? What ideal did we set? How is our mental life 
related to our physical life? What is the mind? What is the 
ideal for the mental life? How may this ideal be reached? 
What are the activities of our everyday life which espe- 
cially develop the mental life? 

When we attempt to define the mind, we find it necessary 
to describe it in terms of its functions. Therefore, we say, 
“The mind is that which thinks, feels, and wills.” How, 
then, is the mind related to the brain? How is the brain 
related to the body? 

Of what importance is a program for my mental life? 


212 WHAT SHALL I DO WITH MY LIFE? 


The ideal of mental development. On the basis of 
the preceding definition of the mind, how would you 
describe the ideal of mental development? Does it only 
mean ‘‘ knowing a lot”’? or graduating from college? 

If the ideal that we have chosen as the goal of our life 
program calls for complete development, then the ideal of 
our mental life will be a completely developed mind. The 
man and woman who is not lopsided mentally lives in three 
worlds: the world of thought, with knowledge as its key; 
the world of feeling, with appreciation as its key; and the 
world of will, with expression as its key. And yet for a 
person who is approaching the ideal, these are not three 
distinct worlds, but rather they blend into one world in 
which appreciation colors every thought, and every thought 
so colored finds expression in some action. If, then, I would 
reach my mental ideal, I must learn to think, I must learn 
to appreciate, and I must learn to express my thinking and 
appreciation in action. 

It would be possible here to enter into a lengthy though 
profitable discussion of how the mind thinks, feels, and 
wills, and of the various elements included in each. This 
we cannot do, however. If the teacher decides to spend 
more time in such study, he will find very helpful a little 
book of thirty-three pages by Walter 8. Athearn, published 
by the Westminster Press under the title, “An Introduction 
to the Study of the Mind.” However, for our purpose in 
discussing a program for our mental life, we shall consider 
only the general phases of the mind’s activity and the 
means that unite in developing them all. 

How may we reach this ideal? How is the mind 
developed in its thinking ability? in its feeling ability? in 
its willing ability? What activities can we discover that 
should take a place in our program of mental development? 

Some one has said, “There is only one way to learn to 
think and that is to think.” The same statement may be 


A PROGRAM FOR MY MENTAL LIFE 213 


made regarding feeling and willing. This means two 
things: In the first place, we must supply our minds with 
worth-while materials of thought, emotion, and will, those 
elements without which activity is impossible; and sec- 
ondly, the mind must make use of these materials. What 
are some of these ‘‘materials’’? How does the character of 
these affect the character of the mental activity? What are 
the various sources from which the mind collects these 
materials? 

These materials may be grouped under three heads: 
knowledge, appreciation, and expression. They consist, in 
part, of theories, facts, experiences, and actions. What 
others can you add? From what sources do they come? 

We think at once of the school, the church, and the home 
as institutions that are the great sources for the materials 
with which our mind works. These are such important 
agencies that we shall consider each separately in later 
chapters. Then there are numerous other sources, un- 
organized and often of our own choice, that contribute to 
our mental development. 

What is the importance of our friendships and associa- 
tions in the development of our mental life? Do they help us 
or hinder us in reaching our ideal? How can we be sure of 
having them help us? 

What is the educational value of sports? What can we 
learn in this way better than in any other? What do such 
sports as hiking, camping, and canoeing contribute to our 
mental development? How do they affect our thinking? 
our feeling? our willing? 

Is reading an important factor in our mental develop- 
ment? What kind of books should we read to increase our 
knowledge? what kind of periodicals? What kind of books 
and periodicals will increase our ability to appreciate the 
beautiful? How can we learn to appreciate poetry? music? 
art? literature? How does reading help to develop the will? 


214 WHAT SHALL I DO WITH MY LIFE? 


You have probably begun the accumulation of your own 
library. What various kinds of books should the library 
have? What are some of the best books under each head? 
What are the best magazines and periodicals? Suppose 
that you can select only three, what will they be? 

Can I reach my ideal by a short cut? We have been 
discussing the materials with which the mind works. These 
alone are not sufficient. There are men who stock their 
libraries with handsomely bound volumes, but who never 
remove them from the shelves, hoping that their friends 
will think them well educated because of their fine libraries. 
“There is only one way to learn to think and that is to 
think.”” What short cuts do we try in our school life? What is 
particularly wrong in using a Latin or French translation? 
in having some one else work our algebra problems? in 
“cribbing” inanexamination? Whateffect dosuck methods — 
have upon those who follow them? What should be our aim 
in our school work—to ‘‘get by”’or to master the subject? 
Which aimis the more common? What is thereason for this? 

There are certain things that tear down our mental life 
just as some tear down our physical life. We have been 
discussing one of these—the tendency to let others do our 
thinking for us. How is this tendency evident in other 
matters, for example, in the books we read and in the 
motion pictures we see? Another danger to avoid is the 
failure to express our emotions. The emotions grow through 
expression. If expression is stopped, the emotion gradually 
loses its power and the mental life is thereby irreparably 
injured. ‘Excessive theatergoing or novel-reading may 
prove very injurious to the mental life. Even the constant 
appeal of great religious interests, such as missionary, 
philanthropic, and social-service challenges, with no active 
response to the emotional demands, may cause one to lose 
the capacity to be aroused by future appeals.’' Professor 

1Athearn, ‘‘An Introduction to the Study of the Mind.” p. 161 


A PROGRAM FOR MY MENTAL LIFE 215 


James said, ‘‘The remedy would be never to suffer oneself 
to have an emotion without expressing it afterwards in 
some active way.” 

A program for my mental life. Paul, in his letter to 
the Philippians, summarized a program for their mental 
lives: 


“Finally, brethren, whatsoever things are true, whatso- 
ever things are honorable, whatsoever things are just, 
whatsoever things are pure, whatsoever things are lovely, 
whatsoever things are of good report; if there be any virtue, 
and if there be any praise, think on these things. The 
things which ye both learned and received and heard and 
saw in me, these things do: and the God of peace shall be 
with you.”—Phil. 4:8, 9. 


What materials does Paul suggest? What is the mind to 
do with them? What is to be the result of this activity? 
Paul’s two key words may well become ours: ‘‘Think”’; 
<3 ro Pa ba 


NoTEBOOK ASSIGNMENT 


Page heading: ‘“‘My Mental Program.” First write 
down your mental ideal; then list the things that you are 
doing to reach this, adding the things which you should be 
doing. What are the enemies of your mental development? 
State your mental program: ‘In order to reach my menta 

eM EOD ed se ete. bie hole le bis CA Cale ‘ 


For SpecraL Discussion 


How can I strengthen the weakness of my mental life as 
shown by my Qualification Analysis Chart? (Part II, 
Chapter XVIII.) Which are of the greater educational 
advantage to us, good books or good friends? Do I rely 
upon my own thinking in school or am I mentally lazy? 
Am I willing that my mental ability should be judged by 
the kind of books and magazines I read? 


216 WHAT SHALL I DO WITH MY LIFE? 


For INVESTIGATION 


Find several incidents in the life of Jesus which indicate 
his mental development, his command of knowledge, his 
depth of appreciation, his ability to act. 


CHAPTER IV 


Tue PLACE oF COLLEGE IN My PROGRAM 


HAT is meant by ‘‘life program’? What is the ideal 

of my life program? What is my mental program? 
What place does the high school occupy in that 
program? What place shall I give to college? Is a college 
education valuable? What kind of college is best? 

It is natural that in thinking of our life program we 
should emphasize largely the preparation side of that 
program, since most of us are at that particular place in our 
lives where preparation is the chief concern. Most of us 
are also facing the question of going to college. The 
columns of “want ads” in our daily papers offer many 
opportunities for us to give up school and go to work. Isa 
college education really worth the time, money, and 
effort? 

The value of a college education. There are two 
ways in which this value may be reckoned—in financial 
returns and in leadership ability. Even if the value of a 
college education is computed in terms of earning power, 
which certainly is the lowest possible basis of evaluation, 
it is found to be great. An investigation of the earning 
capacity of the graduates of an eastern university dis- 
closed the fact that the average yearly income during the 
first ten years after graduation was $2,102 and that, at the 
end of the ten-year period, the average for the year was 
$3,804.1 Suppose that there is no further increase, on the 


1This estimate is based on figures quoted by James FE. Clarke, in ‘‘Education for 
Successful Living.’’ (Westminster Press.) 


PLACE OF COLLEGE IN MY PROGRAM 217 


basis of $3,804 a year how much would the graduate have 
received during the next thirty years? Add to this the total 
received during the first ten years and we have the average 
amount earned by the college graduate during his lifetime, 
which is usually considered as forty years of work. Com- 
pare these figures with those given for factory work and 
the building trades (Part I], page 188). Remembering that 
some of this employment is not continuous, what is the 
approximate difference between the yearly and the lifetime 
averages of the college graduate and of the skilled laborer 
who only in exceptional cases graduates from college? 

What is the financial value of a college education? 

More interesting to us, however, is the leadership value 
of a college education, since each of us is looking forward 
to occupying a place of leadership. 


THE LEADERSHIP VALUE OF AN EDUCATION 


(Figures compiled from the total number of notable 
living men and women listed in ‘‘ Who’s Who’’) 


ee ICU pacts, Sr, sas Artesia en Fass rs 2 i, 
Common-school education.................. 8% 
More than common school, but not college... 18% 
Attended college without graduating......... 14% 
MEETINGS 9, or. en ee hc p's oe 59% 


This table becomes more significant in the light of the 
following figures, presented by the Metropolitan Life 
Insurance Company: Of every one hundred boys and girls 
who enter the fifth grade in our schools, sixty-three com- 
plete the eighth grade; thirteen graduate from high school; 
and only two graduate from college. The remarkable fact 
is that the two per cent who graduate from college furnish 
fifty-nine per cent of our notable men and women! 

What is the purpose of a college education? There 
are at least three answers to this question: Some say that 
the purpose is to give the student a technical preparation 


218 WHAT SHALL I DO WITH MY LIFE? 


for his life work; others, that it is to lay a broad cultural 
foundation upon which the student can later build his 
specialized work; and still others, that it combines the two, 
being both cultural and technical in its purpose. A Latin 
professor in one of our Presbyterian colleges was accus- 
tomed each year to give the freshmen the following state- 
ment: “In all your college course, never lose sight of the 
reason why you have come here. It is not that you may 
get something by which to earn your bread, but that every 
mouthful of bread may be sweeter to your taste.” 

What do you think is the purpose of a college education? 
Why would you want to go to college? 

What should I expect to get from my college 
course? This is the natural question to follow the two 
preceding. We have been talking at length about ideals of. 
various kinds. What is my ideal college education? Will — 
it help me reach the ideal of my mental life? Will it 
develop my intellect, emotions, and will? Will it strengthen 
my life purpose? Will it prepare me for my life work? 
From our preceding discussions regarding life purpose and 
life work and regarding the ideal of our lives, what do 
you think a college education should do for you? 

What kind of college shall I choose? This is fre- 
quently the real question with many high-school students. 
There are such a variety of schools—small colleges, state 
universities, colleges for men, colleges for women, and 
colleges where both men and women work and study—that 
the question cannot but be perplexing. Your choice will 
depend largely upon what you would like to receive from 
the college. Let us state briefly the case for the Christian 
college, quoting in part from ‘Education for Successful 
Living,” by James E. Clarke (pp. 106-108): 

“The Christian college stands squarely on the principles 
of the unity of the educational process and of the unity of 
the person to be educated.”’ Its curriculum does not differ 


PLACE OF COLLEGE IN MY PROGRAM 219 


materially from that of any other college except that in 
many instances, it does require a certain amount of 
English Bible for graduation. The great aim of the Chris- 
tian college is ‘‘the production of an intelligent, highly 
trained, well-developed Christian leadership.” The ad- 
vantages of such a college may be summarized as follows: 

1. ‘At the Christian college, the student lives in an 
environment predominantly Christian. The teachers are 
Christian men and women and as a rule about eighty per 
cent of the students are members of Christian churches 
before entering college. 

2. “With a faculty made up of Christian men and 
women, the student enjoys the privilege of close associa- 
tion with mature Christians who know his problems and 
are ready to give that personal help and guidance which he 
might find in a true Christian home... . 

3. “The Christian college is not prevented by law or 
custom from teaching the Bible and the philosophy and 
ethics based upon the principles of Jesus. On the con- 
trary, it is under moral compulsion to give each student 
full instruction in Christian morals and ideals, and in most 
cases a study of the Bible is included in the curriculum as 
a requirement for graduation. ... 

4. “The Christian college encourages its students to 
give expression to Christian conceptions by engaging in 
practical Christian effort for the extension of the Kingdom 
among others. . . 

5. “Finally, and most important, the dominant aim of 
the Christian college as an organization is to produce 
intelligent and skillful men and women whose lives are 
controlled by the Christian spirit.” 

What is the basis of all true education? Can there 
be true education which does not deepen the spiritual life? 


“The fear of Jehovah is the beginning of wisdom; 


220 WHAT SHALL I DO WITH MY LIFE? 


And the knowledge of the Holy One is understanding.” 
—Prov. 9:10. 

“To this end have I been born, and to this end am I 
come into the world, that I should bear witness unto the 
truth. Every one that is of the truth heareth my voice.’”’— 
John 18:37b. 

“‘T am the way, and the truth, and the life.”—John 14: 6b. 


How would you summarize the teachings of these verses? 
What place shall I give to Jesus Christ in my program of 
education? 


NorTEeBooK ASSIGNMENT 


Page heading: ‘Why Go to College?” Divide the page 
into two columns. In one, list the reasons in favor of going 
to college; in the other, those opposed to it. At the end 
draw your conclusion: “After carefully considering the © 
question of a college education, I have decided......... 


For SpecrtaAL DIScusSION 


Which is better, a large university or a small college? 
To what college am I going? Why? Because it is “‘dad’s 
college’? Because some of my friends are going? Is my 
high-school course preparing me for college? 


For INVESTIGATION 


Write to the Department of Colleges of the Board of 
Christian Education of the Presbyterian Church in the 
U.S. A., 156 Fifth Avenue, New York City, for informa- 
tion regarding Presbyterian colleges and the cost of a 
college education. Secure catalogues from your state 
university and from a Christian college and compare the 
advantages of each. 


A PROGRAM FOR MY SOCIAL LIFE 221 


GCHAPRPAHHAAY 
A Proaram For My Soctau LIFE 


HAT is the relationship between mind and body? 
What is the mind? How may it be developed? What 
are the divisions of the fourfold life? Which of these are 
individual characteristics, and which characteristics of 
relationship? What is meant by “‘social life’? What is its 
ideal? What institution is central to its activities? What 
kind of program should we plan for this phase of our life? 
So far in our discussion, we have been talking about the 
two phases of life which are characteristic of the individual 
alone—his body and his mind. We must now consider the 
two sets of relationships which each individual possesses— 
his relationship to his fellow men and hisrelationship to God. 
The first of these we call his social life; the second, his 
spiritual life. These are not separate and distinct from his 
individual characteristics but rather they are interde- 
pendent one upon the other. Just as the body and mind 
are interdependent one upon the other, so the physical, 
mental, social, and spiritual phases of life cannot be 
separated from each other, but stand together as the in- 
divisible parts of a single whole. 

How would you define the social life? 

What institution is the heart of the social life? 
We have been talking of the social life as a life of relation- 
ships with other people. Where is the focus of these rela- 
tionships? Where do men and women, boys and girls live in 
the closest contact? Of what importance is this institution? 

1. The family is important because it was established by 
God at the very beginning of human history. 

“And he answered and said, Have ye not read, that he 
who made them from the beginning made them male and 
female, and said, For this cause shall a man leave his father 


222 WHAT SHALL I DO WITH MY LIFE? 


and mother, and shall cleave to his wife; and the two 
shall become one flesh? So that they are no more two, but 
one flesh. What therefore God hath jomed together, let 
not man put asunder.’’—Matt. 19:4-6. 


Whose words are these? Where do you find the quota- 
tions mentioned? What was the subject under discussion 
that led Him to make this statement? How important did 
he regard the home? How would you define “home’’? 

2. The family is important because it is the fundamental 
unit of society. 


“And God created man in his own image, in the image 
of God created he him; male and female created he them. 
And God blessed them: and God said unto them, Be 
fruitful, and multiply, and replenish the earth, and subdue 
it; and have dominion over the fish of the sea, and over the 
birds of the heavens, and over every living thing that . 
moveth upon the earth.”—Gen. 1:27, 28. 


To whom did God give “dominion” over the earth— 
to an individual or to a family? In what other ways is the 
importance of the family unit evident? How much truth 
is there in the statement that “‘our civilization will rise or 
fall with the home’’? 

3. The family is important because it is the most power- 
ful educational institution in society. “The child is at the 
mercy of the family in which it is born. The child is helpless 
that it may be educated in that family, and the child will 
be educated in that family, for good or ill.” 


“Train up a child in the way he should go, 
And even when he is old he will not depart from it.” 
—Prov. 22:6. 


In “ Vocational Guidance,” J. Adams Puffer says: “In 
spite of all the faults and limitations of parents, it is un- 
questionably true that the home is the most powerful 
educational institution in society. All the great funda- 


A PROGRAM FOR MY SOCIAL LIFE 223 


mental virtues—reverence, honesty, sympathy, purity, and 
modesty—are learned at home and almost never outside of 
it. . . . At least three fourths of the education of men, 
and a still larger part of the education of women, is received 
in the homes of their childhood and parenthood.’”! 

Is there any institution more important than the hcme? 
How important is it in the lives of your friends? 

What should be the spirit of the home? Since this 
is such an important institution, we should discuss the 
spirit of the ideal home. 


“Children, obey your parents in the Lord: for this is 
right. Honor thy father and mother (which is the first 
commandment with promise), that it may be well with 
thee, and thou mayest live long on the earth. And, ye 
fathers, provoke not your children to wrath: but nurture 
them in the chastening and admonition of the Lord.’”— 
Eph. 6:14. 

What characteristics of the home life are suggested in 
this paragraph? What others can you add? What should 
be the ideals of the home? What relationship should exist 
between parents and children? What can the children do 
to make the home more nearly ideal? 

Choose a home that you know and, without identifying 
it, name its good characteristics and its bad characteristics. 
How would you describe the ideal father? mother? son? 
daughter? 

How may this spirit be secured in the home? We 
have just listed some of the characteristics of the ideal 
home. How may this ideal be reached? The ideal home is 
the center of life for all its members, and the center of life 
of the ideal home is God. ‘Christianity is essentially a 
family religion. It has taken the terms and relationships of 
family life and enlarged them to fit the terms and relation- 
ships of the religious life: God is our Father and we are ail 


1P, 155. Published by Rand, McNally and Company. 


224 WHAT SHALL I DO WITH MY LIFE? 


brethren. Moreover, it is in the family that the Christian 
virtues must first be practiced, and then extended to all 
men. Family religion has at least three elements: 

“1, The whole atmosphere of the family life must be 
Christian through and through. Nothing can replace the 
educational value of a Christian atmosphere in the home. 

“2. There must be a definite program of Christian 
education,. with the family altar as its source of power and 
its consummation. 

“3. There must be intelligent, full, and hearty coOpera- 
tion between the family and the Church.” (Bulletin No. 11, 
Department of Home and Church, Board of Christian 
Education of the Presbyterian Church in the U.S. A.) 

For my own thinking: How does my own home compare 
with the ideal? Where does it fall short? Is my own home 
conduct in accord with the ideal? ce 

The place of the home in my social life. Does my 
home have a central place in my social life? What things 
tend to draw us away from the home and so break down 
our home life? What is the effect of city apartment life 
upon the home? Howcan we give the home its proper place? 

We have been talking about the ideal home and our 
relationship to it, thinking in general of the homes from 
which we come. There are some who do not have such 
homes but who can apply many of these things toward 
creating a homelike spirit wherever they live. Very few of 
us have begun to think about having homes of our own and 
yet down in the bottom of our hearts we all have that hope, 
and in most cases it will be fulfilled. Therefore, we should 
also look forward to the time when we shall be making our 
own homes and should plan to carry these ideals with us. 


NotTesBook ASSIGNMENT 


Page heading: ‘‘The Home.” First make a list of the 
reasons why the home is important in your life, adding as 


SOCIAL OPPORTUNITIES AND OBLIGATIONS = 225 


many as you can to those already given. Then list the 
characteristics of an ideal home. Discuss briefly how these 
may be secured. Conclude with your own decision regard- 
ing the place of the home in your social life. ‘Because I 
realize the fundamental importance of my home, I will...” 


For SprectaAL Discussion 


Is it ever right for a high-school boy or girl to disobey 
father or mother? How can I contribute to the spirit of my 
home? Am I now promoting the happiness of my home? 
What home responsibilities can I assume? How can I 
“honor” my father and my mother? 


For INVESTIGATION 


Describe the home life of Jesus as far as you can discover 
it from the few references. Look up particularly Matt. 
1:18-25; 2:138-21; 8:20; 18:54-56; Luke, chs. 1, 2; John 
21-5; 722-5; 19:25-27; Il Cor. 8:9. 


GHAE PE RYE 
THE OPPORTUNITIES AND OBLIGATIONS or My SoctAu LIFE 


HAT is the ideal of my social life? How does this 

ideal compare with that of my physical and mental 
life? How can this ideal be realized? What is the place of 
the home in the social life. Why is it important? How may 
it be made what it should be? What social opportunities 
and obligations are there outside of the home? How should 
these be met? What is their importance? 

In the last chapter we discovered the home as the heart 
cf the social life, as the center of all our relationships with 
other people. Important as it is, however, it does not by 
any means include all of our relationships. What other 
social relationships do we have? 


226 WHAT SHALL I DO WITH MY LIFE? 


Our friends and acquaintances. How important is it 
to have friends? Do our acquaintances have an influence 
on our lives? In what way? How does their influence 
compare with that of our friends? 


“The water, placed in goblet, bowl, or cup, 
Changes its form to its receptacle; 
And so our plastic souls take various shapes 
And characters of good or ill, to fit 
The good or evil in the friends we choose; 
Therefore be ever careful in your choice of friends, 
And let your special love be given to those 
Whose strength of character may prove the whip, 
That drives you ever to fair wisdom’s goal.”’ 


These lines were written by an emperor of Japan, 
Mutsuhito, and translated by Arthur Lloyd. What is there 
commendable in his view of friendships? Is it complete? 
Should we think of our friends merely as helping us? What 
is true friendship? What are its responsibilities and 
obligations? 


‘“‘And it came to pass, when he had made an end of 
speaking unto Saul, that the soul of Jonathan was knit 
with the soul of David, and Jonathan loved him as his ~ 
ownsoul.... And Jonathan stripped himself of the robe that 
was upon him, and gave it to David, and his apparel, even 
to his sword, and to his bow, and to his girdle.” —I Sam. 
18:1, 4. 

“Then said Jonathan unto David, Whatsoever thy soul 
desireth, I will even do it for thee. . . . And Jonathan 
caused David to swear again, for the love that he had to 
him; for he loved him as he loved his own soul.’’—I Sam. 
20:4, 17. 


These are four verses from the great story of two friends, 
David and Jonathan. Read, and be able to tell, the whole 
story. Who took the first step in this friendship? How 
much did he get out of it? What did it cost him? 


SOCIAL OPPORTUNITIES AND OBLIGATIONS = 227 


What is the test of real friendship? Why should I be 
careful in my choice of friends? What kind of friends 
should I choose? 7 

Our community responsibility. Do we have any 
responsibility for those around us? What is that obligation? 


“Then shall the righteous answer him, saying, Lord, 
when saw we thee hungry, and fed thee? or athirst, and 
gave thee drink? And when saw we thee a stranger, and 
took thee in? or naked, and clothed thee? And when saw 
we thee sick, or in prison, and came unto thee? And the 
King shall answer and say unto them, Verily I say unto 
you, Inasmuch as ye did it unto one of these my brethren, 
even these least, ye did it unto me.”—Matt. 25:37-40. 


What did Jesus teach about our community responsibil- 
ity in this passage? How can we take advantage of our 
opportunities? In what other places did Jesus teach 
neighborliness. 

As long as we are in school we live within a particular 
type of community. What are our responsibilities in our 
school life? What should be our attitude toward our fellows? 


“And there arose also a contention among them, which 
of them was accounted to be greatest. And he said unto 
them, the kings of the Gentiles have lordship over them; 
and they that have authority over them are called Bene- 
factors. But ye shall not be so: but he that is the greater 
amcng you, let him become as the younger; and he that 
is chief, as he that doth serve. For which is greater, he 
that sitteth at meat, or he that serveth? is not he that 
sitteth at meat? but I am in the midst of you as he that 
serveth.”—Luke 22:24-27. 


What is Jesus’ teaching in these verses? How does it 
compare with that in the preceding passage? Does this 
apply to our school life? 

How can I meet my community obligations and oppor- 
tunities, in school and out? 


228 WHAT SHALL I DO WITH MY LIFE? 


Our citizenship obligations. It is just a step from the 
discussion of the community to the consideration of our 
relationships as citizens, to the city, state, and nation. 
What does it mean to be a citizen cf a state, or of the 
United States? What are the duties of a citizen? What 
must a foreigner do in order to become a citizen of the 
United States? What rights does the citizen have that do 
not belong to the foreigner? 

Why should a follower of Christ be a good citizen? 
What is a “good citizen?” What is true patriotism? 

Our world responsibility. We must take another step 
out beyond the boundaries of our nation into the world 
itself. Why must we consider our relationship to the world? 
Why must our nation think of international relationships? 
Are patriotism and internationalism contradictory terms? 
What attitude must a Christian take toward world respon- ° 
sibilities? 

‘‘And he said unto them, Go ye into all the world, and 
preach the gospel to the whole creation.’—-Mark 16:75. 


“Or is God the God of Jews only? is he not the God of 
Gentiles also? Yea, of Gentiles also.”—Rom. 3:29. 


“For God so loved the world, that he gave his only be- 
gotten Son, that whosoever believeth on him should not 
perish, but have eternal life.”—John 3:16. 


What are my responsibilities to the people in China or 
India? How can I meet them? 

What attitude should America take toward the rest of 
the world? 

My social opportunities and obligations. These 
opportunities and obligations begin with my home and 
then widen out to include my friends, my acquaintances, 
my community, my nation, and finally to touch the far- 
thest shores of the world. I cannot live within myself, even 
though I may so desire. These obligations, responsibilities, 


SOCIAL OPPORTUNITIES AND OBLIGATIONS = 229 


and opportunities must be met in some way. The way in 
which I meet them will depend upon how closely I come to 
the ideal. My life completely functions in service to others. 
For He who said, ‘‘ Thou shalt love the Lord thy God,” also 
added, ‘‘And thou shalt love thy neighbor as thyself.” 


NoTEeEBooK ASSIGNMENT 


Page heading: “My Complete Social Program.” From 
the preceding discussion, answer for yourself the following 
questions: What kind of friends am I going to choose? 
What kind of friend am I going to be? How am I going to 
meet my community obligations? Formulate your answers 
into a single statement which may be called your “Com- 
plete Social Program.” 


For SprEctaL Discussion 


How many real friends do I have? How many would 
consider me a real friend? How do I prove my friendship? 
What influence do I have upon my acquaintances? What 
am I doing to meet my community responsibility? How 
am I helping to create a true school spirit? Do I do any- 
thing that marks me as an undesirable citizen? In what 
way am I meeting my world obligations? 


For INVESTIGATION 


Describe the social life of Jesus in the various relation- 
ships that we have been discussing. 


230 WHAT SHALL I DO WITH MY LIFE? 


CHAPTER VII 
A ProGrRaAM FoR My Sprrituau LIFE 


HAT is ‘‘my spiritual life’? How is it related to my 

social life? to my mental life? What is the ideal for a 
spiritual life? How may that ideal be met? What institu- 
tion occupies the central place in our spiritual program? 
How important is this institution? What other factors aid 
in the development of my spiritual life? 

In the Jast two chapters, and in this chapter, we are 
discussing certain relationships that involve the whole of 
our being. Our relationships to our fellow men we call “our 
social life’? and, as we have seen, the one word that best 
characterizes the spirit of that life is “service.”” We now 
turn to the spiritual life, or our relationship to God. If we > 
were to choose a single word to describe its spirit, we 
should select “worship.” 

What is worship? How would you define this term? 
Is the definition in the dictionary entirely satisfactory? 
What is a synonym for ‘‘ worship”? How can we worship 
God? 

Some one has defined worship as “the outgoing of the 
soul toward God.” Is this an adequate definition? If we 
accept this as at least a partial description of worship, in 
what way do we worship God? What parts of the church 
service are worship? Can they be worship for some and not 
for others? How important is worship? What value is it to 
come into fellowship with God? What reasons do you have 
for your answer? 

There is more involved in worship than merely the act 
itself. That is a part of the emotional life and as such is of 
vital importance to the whole of life, involving all its 
phases. There must be some knowledge underlying wor- 
ship, or at least a desire for knowledge that stirs to action 


A PROGRAM FOR MY SPIRITUAL LIFE 231 


the thinking faculties, and this thought and emotion must 
find an outlet through expression, thus calling in the 
powers of the will. Worship, then, involves the whole of life. 

The place of the Church in my spiritual program. 
If we can say that one phase of life is more important than 
the others, certainly it would be the spiritual which we 
would choose. Disraeli, the great English statesman, once 
declared, ‘‘ Religion should be the rule of life, and not a 
casual incident of it.”” The Church is the great institution 
intrusted with the task of making religion “‘the rule of life.” 

What is the Church? How was it established? Of what 
importance is it? 

The first question may suggest several different answers. 
Some may think of the building where the services are held; - 
others, of the congregation that meets there; and others, 
of the great denomination of which that congregation is a 
part. While, in a measure, each may be right, they all 
come far short of the true meaning of ‘‘the Church.” The 
Intermediate Catechism, in answering the question, “Is 
there more than one Church?” says, ‘There is only one 
Church, in which all the saved, in heaven and on earth, are 
included, and of which Jesus Christ is the Head.” Why, 
then, are there various denominations? What should be 
the attitude of the members of one denomination toward 
other Christians? 


“For as the body is one, and hath many members, and 
all the members of the body, being many, are one body; 
so also is Christ. For in one Spirit were we all baptized 
into one body, whether Jews or Greeks, whether bond or 
free; and were all made to drink of one Spirit. For the 
body is not one member, but many. ... Now ye are the 
body of Christ, and severally members thereof.””—I Cor. 
12:12-14, 27. 


Paul in this passage is thinking of the relationships that 
should exist between various members in the Church. In 


232 WHAT SHALL I DO WITH MY LIFE? 


his letter to the Ephesians he uses the same figure but with 
a deeper meaning. 


“And he put all things in subjection under his feet, and 
gave him to be head over all things to the church, which is 
his body, the fulness of him that filleth all in all.”’— 
Peper 2 fat 

How would you explain Paul’s conception of the Church 
from these two passages? What is the purpose of this 
institution? 

“And I saw a new heaven and a new earth: for the first 
heaven and the first earth are passed away; and the sea is 
no more. And I saw the holy city, new Jerusalem, coming 
down out of heaven from God, made ready as a bride 
adorned for her husband. And I heard a great voice out 
of the throne saying, Behold, the tabernacle of God is with 
men, and he shall dwell with them, and they shall be his . 
peoples, and God himself shall be with them, and be their 
God.’’—Rey. 21:1-3. 

How would you state this great objective in your own 
words? How does it compare with the commission Jesus 
gave the first members of his Church? What is the Church 
doing toward reaching its objective? 

What does it mean to “join the Church”? What place 
shall the Church have in my spiritual program? 

The home and my spiritual program. What place 
does the home occupy in a spiritual program? What is its 
relationship to the Church? How can the spirit of worship 
find expression in the home? Of what importance is family 
worship? | 

We have discussed the home in a previous chapter but 
its importance in the spiritual life of its members requires 
‘tts mention again. There is no more important institution 
than the home. The church and the school that realize its 
preéminence and seek to deepen its life come nearest to 
filling their rightful places. 


A PROGRAM FOR MY SPIRITUAL LIFE 233 


My personal worship life. We have discussed 
briefly the importance of worship and its implications. 
There are three main forms which this worship may take— 
public worship, family worship, and personal devotions. 
Each of these is important and cannot be sacrificed without 
real loss to the individual. Personal worship is every bit as 
valuable as either of the other two, and possibly even more 
so. What is meant by “personal devotions”? What is their 
form? What is their purpose? 

Personal devotions are usually in the form of Bible- 
reading and prayer. Every one of us faces personal prob- 
lems that demand the very best of our strength, often seem- 
ing to be too strong for us; we meet disappointments as 
well as successes; we need a Friend who will help us with 
all the complexities of life, and we need him constantly. 
For this reason many busy men and women set aside some 
time each morning or evening to spend with God. A 
systematic study of the Bible, particularly as it helps 
people to strengthen their lives and to overcome their 
obstacles, and a time of prayer and communion with God 
prove incalculable sources of power. If you are uncertain 
as to plans, your leader or pastor will be glad to give you 
suggestions that will make your own personal devotions a 
time of real profit and happiness. 

A program for my spiritual life. How would you 
outline a complete program for the spiritual life? What will 
be the ideal of such a program? What will be its activities? 
How will it compare in importance with the preceding 
programs you have outlined? 


NoTeEBooK ASSIGNMENT 


Page heading: ‘‘My Spiritual Program.” List the var- 
ious activities that develop the spiritual life. Check those 
that you are following, then thoughtfully write your own 
decision: “I realize that the spiritual life is of utmost 


234 WHAT SHALL I DO WITH MY LIFE? 


importance, though often neglected. Therefore I will 
SEPIVERS Woke oa RO eta ORL Se ee a 


For SpeciAL Discussion 


Why should every Christian be a Church member? 
What does my church mean to me? Is it really a place of 
worship? Does it teach me to worship intelligently? Does 
_1t. give me an opportunity to express my worship in service? 
What plan shall I follow in my personal devotions? How 
can I strengthen the spirit of worship in my home? 


For INVESTIGATION 


Find incidents which illustrate the spiritual program of 
Jesus in his attitude toward public worship, family wor- 
ship, and personal devotions. 


CHAPTER VIII 


A PrRoGRAM FOR My TIME 


HAT do we mean by “life program”? How impor- 

tant is it in relation to my life purpose and my life 
work? What is my ideal for my life? How can I reach that 
ideal? What is meant by “the fourfold life’? How can it 
be completely developed? What is the importance of a 
time program? What elements must such a program con- 
sider? How can I make the best use of my time? 

We have been considering the value of a program for our 
personal life in its physical and mental aspects, for our 
social life in our relationships to our fellow men, and for | 
our spiritual life in our relationship to God. This brings 
us to the question of our time and how we can use it to the 
best advantage. 

The importance of my time. Very often we forget 
that time is at all important and yet everything depends 
upon the use we make of each minute, hour, and day. In 


A PROGRAM FOR MY TIME 235 


what way is this true? Am I responsible for the use I make 
of my time? In what way? Guy L. Morrill in “Life as a 
Stewardship’! (p. 15), says: “My time is a trust. Not only 
does one day in seven belong to God but all days are 
his. We must render an account of our time as well as our 
talents.”” Does God consider my time important? What is 
the reason for my answer? Why is my time important to 
me? What should be my attitude toward the time that I 
have? Paul, in writing the people of Ephesus, said: 


“Look therefore carefully how ye walk, not as unwise, 
but as wise; redeeming the time, because the days are 
evil.” —Eph. 5:15, 16. 


According to these verses, what marks a man as wise or 
unwise? What does ‘‘redeeming the time” mean? Littman 
explains Paul’s meaning thus: “‘ Watch the time and make 
it your own so as to control it; as merchants look out for 
opportunities, and accurately choose out the best goods; 
serve not the time, but command it, and it shall do what 
you approve.” What do you think is Paul’s meaning ? 

How can we be slaves or masters of time? 

What use shall I make of my time? Our answer to 
this question will determine whether we make time serve 


My Time BupGet 








HOURS SPENT PER Day WEEK YEAR 




















1Published by the Westminster Press. 


236 WHAT SHALL I DO WITH MY LIFE? 


us or put ourselves under the control of time. How do we 
spend our time, day by day and week by week? Let us 
make a time budget in order that we may see how the day 
is spent. 

How many hours should we spend in sleep? How many 
hours for our meals? (Our discussion under ‘fA Program 
for My Physical Life,” has answered these questions.) 
How much time is spent in study or at work? Then how 
much leisure time do we have? Which of these items is not 
fixed, but depends almost entirely upon individual choice? 

What is the most important question in the use of time? 

How shall I use my leisure time? As far as we are 
concerned, this is the most important question we have to 
face in deciding upon a program for our time. Everything 


A Bupcet ror My L&isure TIME 





HOURS SPENT PER Day WEEK YEAR 


TOTAL LEISURE TIME.J 22 ee. 
I. Physical Activities: 
JOXCTCLEG. Clit 5 oes ee 
Il. Mental Activities (aside from 
school): 
Reading 2) Ooo eg sk eee ere 


Ill. Social Activities: 
Bervice: %s 0 Ries Soe oe 


IV. Spiritual Activities: 
Worship.) sc. Aen 
Church Biud yy. 2 aaa 
Work: ae 








else is practically settled for us. Our sleep, our meals, our 
school and work, each requires a fixed amount of time 


A PROGRAM FOR MY TIME 237 


which must be spent in a more or less prescribed way 
With our leisure time it is different. Those hours we spend 
as we think best and the way in which we spend them 
determines our very life itself. 

Let us look back over the program we have proposed for 
ourselves and discover what things we must put into these 
leisure hours. We can decide only approximately on the 
allotments, but this decision will help us to settle the 
question of importance in some instances. What activities 
shall we put in under each head and how much time shall 
we give to each? Add any that you think are necessary. 

What changes will you probably make in this budget 
after you leave school? Although it may not be put down 
on paper, everyone has some kind of time budget. What is 
the time budget of your father, your mother, or some 
adult friend? Look back over the budget you have just 
made and see if you are giving the right amount of time to 
the most important things. 

What kind of recreations shall I choose? Ina broad 
sense the term “recreation” may be applied to practically 
all of the leisure-time activities. However, we will limit 
our thought to those activities that may be called “social 
recreation,” or that give us recreation through our relation- 
ships with others. Name some of these activities. What 
are the social-recreational activities of your school life? 

What is the value of recreation? How is it possible for 
recreation to fail in its purpose? What is the purpose of 
recreation? How necessary is it in life? 

There are two kinds of recreations that young people 
discover: one type is wholesome and healthful, building up 
both mind and body; the other is not. It may be just 
over the line in the land of neutrality or it may be actively 
detrimental to the welfare of young men and young women; 
but in either case it is of the undesirable type. List the 
various kinds of recreational activities and divide them 


238 WHAT SHALL I DO WITH MY LIFE? 


under these two heads. Are some difficult to classify? 
Make your decisions as fairly as you can, but try to reach 
some decision in each case. We must next decide which of 
these social recreational activities we are going to put into 
our leisure-time program. 

What are going to be my recreations? 

The value of a hobby. One of the finest ways of mak- 
ing valuable use of leisure time is by “riding a hobby.” 
What does this expression mean? Do you know any men 
or women who ‘‘ride hobbies”? Why is it one of the 
finest ways of making valuable use of leisure time? 

A young lawyer, just returned from school, entered an 
established firm in an eastern city. Just as soon as he 
became settled, he went to the pastor of his new church 
and said: “I believe that every man should do some 
definite work outside of his profession. As I am a Christian, 
I know of nothing better than work in my church. I would 
therefore like to volunteer for the leadership of a boy’s 
class and make that the hobby of my spare hours.” What 
do you think of his choice? 

What opportunities does my church offer me for volun- 
teer leadership? Why should I accept such responsibility? 
How can I prepare for it? 


NotTEeBooK ASSIGNMENT 


Page heading: ‘‘My Time Budget.” Put into your note- 
book a combination of the two budgets suggested above, 
adding the second under ‘“ Leisure,” and putting in the 
various kinds of social recreation you are now following or 

lan to follow. 
5 For Sprcrat Discussion 

How much time do I waste each day? What recreations 
of mine are undesirable? What can I substitute for them? 
What school recreations are undesirable? How can I help 
to change them? 


A PROGRAM FOR MY POSSESSIONS 239 


For INVESTIGATION 


Did Jesus have a ‘‘time budget”’? What form of recrea- 
tion did he follow? How much time did he spend in prepar- 
ing for his work? What teachings of Jesus bear on the 
question of how we should spend our time? 


GHAPEERSIX 
A PRoGRAM FOR My POSSESSIONS 


HY is it important to have a time program? What is 

our time worth? What is the relationship between 
our time and our possessions? What does the term 
‘“‘nossessions’’? mean? How important are they in our lives? 
What should be our attitude toward them? How should 
we use our possessions? 

Life for us is made up of ourselves—body and mind, our 
time, and our possessions. We have been discussing our 
program for each of these, which brings us naturally to the 
last—our possessions. We speak of ‘‘my possessions,” 
“my house,” ‘‘my clothes,” ‘‘my books,” ‘‘my money.” 
Do these things really belong to us? Do we own what we pos- 
sess? We have discussed at some length our attitude toward 
the use of our time and of our selves. It is just as important 
that we discover the right attitude toward our possessions, 
particularly that part of them which we call “money.” 

What is money? It has been defined as “the medium 
of exchange and measure of value,” whatever this may be. 
What was the medium of exchange among the early 
Indians? What is it to-day? How many kinds of money 
are there in the United States? What is the standard that 
fixes the value of it all? Why is money important? What 
is meant by ‘‘measure of value”? How many things are 
measured in terms of money? Can you measure time in 
terms of money? What are “wages’’? 


240 WHAT SHALL I DO WITH MY LIFE? 


This brief discussion has shown us not only that money 
is important but also that it is essential in our present-day 
life. All the things we possess are measured in dollars and 
cents. If we would make the program for our lives com- 
plete, we must decide on what our attitude toward money 
will be and how we can make the best use of the money we 
possess. 

What shall be my attitude toward money? What 
is its relationship to me? What is my relationship to it? 
Again, let us find an answer in the Bible itself. There are 
two facts that taken together will help us in answering 
these questions: 

First, God is the Owner of all things: 


“Behold, unto Jehovah thy God belongeth heaven and 
the heaven of heavens, the earth, with all that is there- 
in.”’—Deut. 10:14. 


“For every beast of the forest is mine, 

And the eattle upon a thousand hills. 

I know all the birds of the mountains; 

And the wild beasts of the field are mine.’’—Ps. 50: 
TOE 


“The silver is mine, and the gold is mine, saith Jehovah 
of hosts.’”’—Hag. 2:8. 


How much, then does God own? What does man own? 
Does he own what he creates, or produces? 

Everything that a man makes requires raw materials, 
physical strength, and skill. Where did these come from? 
The very first verse of the Bible answers the question. If 
God created all the raw material and also individual man 
with his physical strength and skill, then-all the things man 
makes belong, in the final analysis, to God. This includes 
even the power of making money: 


“And lest thou say in thy heart, My power and the 
might of my hand hath gotten me this wealth. But thou 


A PROGRAM FOR MY POSSESSIONS 241 


shalt remember Jehovah thy God, for it is he that giveth 
thee power to get wealth.’”—Deut. 8:17, 18a. 


The second fact has to do with our relationship to our 
money possessions. Absolute ownership is vested in God 
and we are only the administrators of his possessions. The 
New Testament calls this “stewardship.” 


“According as each hath received a gift, ministering it 
among yourselves, as good stewards of the manifold grace 
of God.”’—I Peter 4:10. 


What is the New Testament meaning of “steward’’? 
How much does stewardship cover? (Guy L. Morrill has a 
very good discussion of stewardship in his book, “ Life as a 
Stewardship,” pp. 7-19.) 

What, then, should be my attitude toward money? 

What use shall I make of my money? What we have 
said regarding the importance of money and our attitude 
toward it leads us to ask, “‘How, then, shall we use our 
money?”’ So important is this question that one week has 
been set aside each year for the teaching of thrift and 
many organizations are uniting in its observance. Thrift 
week comes in January, beginning on the seventeenth, 
which is the birthday of the great exponent of thrift, 
Benjamin Franklin. The purpose of this week is to help 
everyone to establish a definite program for the use of his 
money. Four great things are considered as essentials of a 
complete program: 

1. Productive earning: How do we get our money now? 
Which is the better way, an allowance from some one else 
or earning it ourselves? What are the reasons for your 
answer? What is the value of earning money through our 
own efforts? What is meant by “productive earning’’? 

2. Wise spending: What are the things for which we 
spend our money? Which of these are ‘‘ wise”? and which 
are “foolish”??? On what basis did you make your choice? 


242 WHAT SHALL I DO WITH MY LIFE? 


Can a way that is ‘wise’ for one person be “foolish” for 
another? How would you illustrate this? 

3. Careful saving: How much are we saving? What are 
the reasons we save what we do? What reasons do people 
give for saving? Which of these are in accord with the 
principles of stewardship? To what extent does the pur- 
pose for which we are saving money determine for us the 
value of saving? What illustrations can you give? 

4. Helpful giving: To what things do we give money? 
How do we decide where we shall give? What value to us 
is there in giving? What questions should we ask before we 
give? What should be our purpose in giving? What 
determines the size of the gift? 

A program for my money? If we are actually going 
to put these four elements into our program, we must find 
some way of checking up on our use of money. This way 


A BupGcet ror My Money 








Last NExT 
ITEM Monts | Monts 


pond 


. Money received by earning or allowance____ 





3. Money saved: 
Banko. ont ee 
Savings Fund... 





sa 
2 
lm 
ie) 
5S 
io 
ta 
2 
< 
oO 
=) 











A PROGRAM FOR MY POSSESSIONS 243 


is found in the building of a budget. We discussed the 
matter of a time budget and its importance in our last 
lesson. A money budget is just as important. It will in- 
clude the four elements suggested above, enlarging some- 
what on one or two of them. Work over the following 
budget form, calculating your next month’s budget on the 
basis of your expenditures for last month. 

The above is merely a suggested form of budget. You 
may want to change the items to correspond with your 
own use of money. 


INDIVIDUAL BUDGET 
On Basis or $1000.00 ANNUAL INCOME 




















1, AS FATA ita Lig 2 lee i ea a an 10% 
Be TONLCNRAVCU ree cone offen i 10% 
PeEIONEW Spen tet fo 0. ese. lo 80% 
ICT TG PPE a ie BY li, SMa Oa ane nn 100% 
Money spent as follows: 

EL Es 2 2S Tie i eae 24% 
OTA ag RE ee ae ok ce ee 12% 
Bem iexnen soe, fig oe Se 32% 
LIS septate la 5 Sa ee 0% 
(RR Ee aia ieee ae ea eee 2 
RS CD ION D oe Ra 80% 





Look back over your budget for last month and ask 
yourself several questions before deciding what next 
month’s shall be: Am I spending too much money? 
Where is the difficulty? How much is spent unwisely? Did 
I give what I should have given? The above is a suggested 
proportion for the distribution of an income of $1000 a 
year. Our income may not be so large as that, and our 
expenses may be differently proportioned, but we can form 
some idea for ourselves. 


244 WHAT SHALL I DO WITH MY LIFE? 


Using this as a standard, what changes would you make 
in next month’s budget? 

Why has ten per cent been chosen as the amount to give 
away? What is a “tithe”? Shall I give a tenth? more? 
less? What shall be the basis of my division? 

“Our money is ourselves. It is our very life, our daily 
work, our time and strength and skill, our very life blood 
minted into coin. When we hold our money in our hands 
we are holding so many minutes and hours and days of our 
life, just so much of our vital force as has been expended 
in its acquisition, so much of our toil and time. When we 
give we are literally giving our life for our fellow men, to 
help, to heal, and to save them. Giving is in reality the 
laying down our lives for the brethren—losing our lives for 
Christ’s sake that we may find them in a larger fellowship 
with Christ in the world’s redemption. As we thus realize ' 
that our money-giving is self-giving, our stewardship 
merges into a glorious partnership not only with Christ but 
also with all those who in any way are at work forwarding 
the Kingdom.’’! 

Sharing the budget of the home. Nothing is of 
greater value for the unifying of the home spirit than the 
sharing of its money budget among all the members. If 
each of us has some definite share in earning and spending 
the family money, at once the family becomes of greater 
importance to us. This principle will hold good when in 
the future you help in the establishment of your own home, 
If husband and wife share alike in the budget, each being 
responsible for certain of its items, the partnership of home- 
making will be deepened and strengthened. 

Money may be merely material or it may be a great 
spiritual force, broadening and deepening the lives that it 
touches. Its character depends upon the way it is used by 
those of us into whose hands it comes. 


1Morrill, ‘Life as a Stewardship,”’ pp. 85, 86. (Westminster Press.) 


MY LIFE FOR CHRIST 245 


NotTreBook ASSIGNMENT 


Page heading: “My Money Budget.” Put in your 
monthly or yearly budget, as suggested on page 242. In 
view of the discussion we have had, are you willing to 
become a member of the Fellowship of Stewardship by 
accepting the following as your giving program: “In loving 
loyalty to my Lord, I will set aside at least a tenth of my 
net income to give for his service’’? 

DION OLL Se See a AT, oo. 


For SprciaL Discussion 


Use the questions suggested under “What Use Shall I 
Make of My Money?” pages 241, 242. 


For INVESTIGATION 


What did Jesus teach about earning, spending, saving, 
and giving? 


GHARDHR 2x: 
My Lire ror CuHrist 


T the very beginning of this course we discussed the 
value of life and the importance of using it right. 
In the lessons that followed we have discovered new evi- 
dence of the real meaning of life and of its very great signifi- 
cance for the Kingdom of God. We have seen that our life 
is a unit and that we cannot separate the question of what 
we shall do from that of what we shall be. Let us look back 
over the discussions and see if we cannot, in this last lesson, 
bring together their results into a complete answer to the 
question, ‘‘ What shall I do with my life?”’ 
What shall be my life purpose? As we faced the 
question of otir lives, the first step we took was the dis- 
covery of an objective, a purpose that would give us a 


246 WHAT SHALL I DO WITH MY LIFE? 


standard for answering that question. Why is a life 
purpose important? How can we discover the right life 
purpose? What purposes did Jesus reject in his choice? 
What guiding principles did he follow in his choice? How 
would you define and explain each of these three prin- 
cipies? To what life purpose did they lead him? How do 
you know that he was called to a special task? Are we, 
each one, similarly called? What is the right life purpose 
for us? What was your own statement? 

What shall be my life work? Having answered for 
ourselves the question of our life purpose, we next began 
the discussion of how we might carry out that purpose in 
some great life work. Why is the right life purpose funda- 
mental to the discovery of the right life work? What are 
the great guiding principles in the choice of the right life 
work? What kind of occupation will be the right one for 
you? Which occupation (or occupations) seems to offer 
you the best opportunity for carrying out your life pur- 
pose? Where will that opportunity be greatest? How did 
you reach your conclusion? What will be the next step in 
your investigation? How will you test your conclusion? 


What final decision did you make regarding your choice of - 


a life work? 

What shall be my life program? We discussed our 
life purpose and, in the light of that, our life work. This 
brought us to a third important consideration, the question 
of a program for our lives that would develop them to their 
very greatest capacity, in order that we might be efficient 
in our life work and effective in carrying out our life pur- 
pose. What is the meaning of a ‘‘life program”? What is 
its value? What ideal would you set for your life program? 
What ideal and program would you follow in your physical 
life? in your mental life? in your social life? in your 
spiritual life? What program should govern our use of 
time? our use of money? 


de 





MY LIFE FOR CHRIST 247 


What decision shall we make regarding our life program? 
It is evident that the program we have just set for our- 
selves will be costly—costly in energy, costly in study, 
costly in sacrificial service, costly in constant communion 
with God. But yet it is not an expensive program for we 
receive more than full value for everything that we pay. 
Are we willing to pay the price? Those of us who have 
spent these hours together have a special opportunity and 
a special responsibility. We have frankly and prayerfully 
faced the question of the life we must lead if we are to carry 
out our life purpose through our life work. Even if I have 
not reached a definite decision regarding that work, I can 
dedicate my life to it, whatever form it may take: ‘As I 
find it I will follow it under the leadership of Jesus Christ, 
wheresoever it take me, cost what it may.” 

What shall I do with my life? Jesus Christ, the great 
Teacher, was one day discussing with his disciples the cost 
of following him, and in the course of his conversation he 
gave them this paradox: ‘ He that findeth his life shall lose 
it; and he that loseth his life for my sake shall find it,” 
Matt. 10:39. They did not then understand its meaning 
but they were to learn it, as day by day they forgot them- 
selves in carrying on the work of their Master. Paul was 
not among the men who heard those words from the lips of 
Jesus, but that paradox found its way into his life until, in 
complete forgetfulness of self, he could say, “I have been 
crucified with Christ; and it is no longer I that live, but 
Christ liveth in me,” Gal. 2:20a. What shall I do with my 
life? We can best answer that only when we can say, “It 
is no longer I that live, but Christ liveth in me.” 


NoteBook ASSIGNMENT 


Page heading: ‘My Life Decision.” Go back and col- 
lect the decisions made at the end of each part. Together 
they form ‘A Christian’s Fundamental Life Work Deci- 


248 WHAT SHALL I DO WITH MY LIFE? 


sion,’ ! prepared by the Student Department of the Inter- 
national Committee of Young Men’s Christian Associations. 
It reads: 


“T will live my life under God for others rather than for 
myself, for the advancement of the Kingdom of God rather 
than my personal success. 

“T will not drift into my life work, but will do my utmost 
by prayer, investigation, meditation, and service to 
discover that form and place of life work in which I can 
become of the largest use to the Kingdom of God. 

“As I find it I will follow it under the leadership of Jesus 
Christ, wheresoever it take me, cost what it may.” 


Think over prayerfully the meaning of this decision. If 
you can sign it, do so. Then memorize it and test your 
purposes by it daily. 


1Copyright, 1915, by the International Committee of Young Men’s Christian 
Associations. 





0 











Vill 
1 1012 


OU 

















Tab wee 


serra a Salita 


sre ana aicatene Reeieeer nee a Narra 


Seratateser eer ee 
Sete 





